Literature Index

Displaying 341 - 350 of 3326
  • Author(s):
    Navarro-Pelayo, V., Batanero, M. C., & Godino, J. D.
    Year:
    1992
    Abstract:
    The preliminary results of a systematic study of the difficulties and errors in solving a sample of combinatorial problems in two groups of pupils of secondary education are presented in this work. The analysis of the task variables of the problems constitutes a first approximation to the classification of the simple combinatorial problems and likewise enables the attribution of a content validity to the instrument developed, in order to assess the capacity to solve this kind of problems.
  • Author(s):
    Ahlgren, A., & Garfield, J. B.
    Editors:
    Kapadia, R., & Borovcnik, M.
    Year:
    1991
    Abstract:
    In this chapter we begin by describing the special problem of probability in the curriculum and positing what we want students to end up knowing about probability at the end of their school experience. Next we present some important general issues of what curriculum is and where it comes from, and focus on some concerns about how it relates to students. We then consider alternative forms of the probability curriculum, using current projects as examples of each form. Finally, we summarize the theoretical issues as questions to be asked about any curriculum, and recommend ways to use current curriculum efforts to extend our knowledge of how students think about and learn probability.
  • Author(s):
    Biehler, R.
    Year:
    1997
    Abstract:
    The project will research the effectiveness of new information and communication technologies in teaching various scientific and mathematical concepts at secondary level. The project focuses in particular on the analysis of complex data. We will use and adapt innovative instructional material and analyze students' competencies by means of classroom observations and clinical interviews. The interactive constitution of meaning in classroom discourse will be analyzed by means of new interpretative methods of research into classroom interactions. Our goal is to identify and describe more precisely various conceptual barriers that make statistical reasoning difficult for secondary students and to develop and test an instructional sequence that would enable such reasoning at a rudimentary, but statistically valid, level. The project is situated in the context of interdisciplinary research in mathematics education (didactics of mathematics) with relations to the didactics of the sciences.
  • Author(s):
    Kichen, R. S.
    Year:
    1999
    Abstract:
    A statistics project for grades 9-12 in which students analyze and interpret statistics in a newspaper is presented. The first part of the project involves students examining the depiction of statistics in the San Jose Mercury News for several months and pinpointing recurring topics or themes in the content of the articles presenting the statistics. In the second part, students make inferences from the statistics and address the ramifications of the information. The use of real-world statistics in the project allows teachers to show students that they are willing to help them solve complicated and disturbing issues.
  • Author(s):
    Henn, H. W.
    Editors:
    Blum, W., Niss, M., Huntley, I.
    Year:
    1989
    Abstract:
    Evaluation, analysis and interpretation of data is an important task of all sciences. Students should be introduced to a critical relationship with numbers. As an example, the two aspects measurement of a single value and investigation of the functional interrelationship of two measured values are discussed. The current mathematical subject should be applied, practised and constantly repeated. The proposed examples are interesting experiments, which allow us to mix empirical and mathematical conclusions. (orig.)
  • Author(s):
    Tukey, J. W.
    Year:
    1969
    Abstract:
    There are many reasons why it is an honor and a pleasure to be here tonight. I first<br>had to deal with masses of data about people's behavior some 27 years ago - other masses have come along from time to time. Psychology, like all science, rests upon good data analysis as one of its foundations. Psychologists are conscious<br>of their data - sometimes, perhaps, too much so. For all these reasons I am glad to try to show you some of the broad aspects of data analysis as I presently see it.<br>First, three remarks:<br>1. Every field has data, and a need to analyze them.<br>2. The problems of different fields are much more alike than their practitioners think, much more alike than different.<br>3. Data analysis in psychology has a flavor of its own - but one much more due to psychologists than to their science.
  • Author(s):
    Broers, N. J.
    Year:
    2001
    Abstract:
    Conceptual understanding of statistics is usually considered one of several aspects of statistical knowledge. It refers to the ability of students to tie their knowledge of statistical ideas and concepts into a network of interrelated propositions. In this study an attempt was made to analyze the theory of descriptive regression analysis into its constituent propositions. Content analysis of the work of nine students revealed that these propositions were used by the students as cognitive units in their mental representation of the statistical theory. Suggestions for a use of constituent propositions as learning tools are discussed.
  • Author(s):
    Serrad&oacute;, A., Azc&aacute;rate, P., &amp; Carde&ntilde;oso, J. M.
    Editors:
    Rossman, A., &amp; Chance, B.
    Year:
    2006
    Abstract:
    From the beginning of the nineties, the different curricular reforms in Spain have favoured the introduction of probability. However, the reality in the classroom is very different since teachers show resistance to accepting this curricular innovation. To explain this situation, the "Professional Development Teachers" research group in the University of Cadiz carried out research dealing with teachers' conceptions of probability, the sources of professional knowledge used to teach probability, and the probability content in Spanish textbooks. In this particular paper we will present results form a case study where teachers' arguments to justify their resistance to introducing probability in Compulsory Secondary Education are analyzed. A theoretical framework related to the knowledge of probability and pedagogical professional knowledge is introduced in order to interpret the teachers' reasoning and understand the evolution of teachers' intervention in the teaching and learning process.
  • Author(s):
    David Kahle
    Year:
    2014
    Abstract:
    In this article, I introduce a novel applet (“module”) for exploring probability distributions, their samples, and various related statistical concepts. The module is primarily designed to be used by the instructor in the introductory course, but it can be used far beyond it as well. It is a free, cross-platform, stand-alone interactive application based on Wolfram Research’s novel computable document format (CDF) technology. It features over thirty common discrete and continuous distributions and can be used to illustrate concepts such as random samples, population and sample means and medians, histograms, kernel density estimators, boxplots, and cumulative distribution, survival, and hazard functions all while dynamically linking samples and estimators to adjustable distribution parameters in real-time. Additionally, the module includes real-world datasets to aid in communicating the concept of fitting a distribution to data. It is hoped that the module will be helpful to instructors at both the high school and college levels for the conceptual understanding of distributions. A simplified version geared specifically toward out-of-class student learning in the introductory course is also made available for students’ use. Both are accessible from http://www.baylor.edu/statistics/disttool.
  • Author(s):
    ASA/NCTM Joint Committee
    Year:
    1990
    Abstract:
    One of the many difficulties facing a teacher of Statistics is to keep herself or himself informed about materials that are currently available, and requests have been made for an annotated bibliography of books that might prove useful to those teaching and using statistics in Schools. The ASA/NCTM Joint Committee has therefore started to compile such a bibliography, of which this is the first edition.

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The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education