Literature Index

Displaying 521 - 530 of 3326
  • Author(s):
    Borovcnik, M. G.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    On the whole, case studies (and exemplary project studies) can permit the perception that not only knowledge of statistics (in the mathematical-technical sense) but especially expert knowledge in the field of application, of the problem at hand, and some "meta"-knowledge about possibilities and limitations of statistical methods in question will and should play a decisive role to compete in situations with uncertainty. The intuitive way to teach statistics should be by means of case studies. Case studies should have the same place in teaching statistics as simulation has in elementary probability.
  • Author(s):
    Nolan, D,
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    We have developed a model for teaching mathematical statistics through detailed case studies. We use these case studies to bridge the gap between statistical theory and practice, and to help students develop an understanding of the basic ideas in mathematical statistics. We also use them to motivate students to explore the concepts of statistics. Although we strongly advocate teaching mathematical statistics through case studies, there are many challenges that arise from this approach. In this paper, we describe how we incorporate case studies in the course, outline the challenges that we face in adopting this approach, and discuss our efforts to overcome these challenges.
  • Author(s):
    Danks, D.
    Editors:
    Lovett, M. C., & Shah, P.
    Year:
    2007
  • Author(s):
    Tversky, A., & Kahneman, D.
    Editors:
    Kahneman, D., Slovic, P., & Tversky, A.
    Year:
    1982
    Abstract:
    The present paper is concerned with the role of causal reasoning in judgments under uncertainty and with some biases that are associated with this mode of thinking.
  • Author(s):
    A.P. Dempster
    Year:
    1990
    Abstract:
    Many aspects of statistical design, modelling, and inference have close and important connections with causal thinking. These are analyzed in the paper against a philosophical background that regards formal mathematical models as having dual interpretations, reflecting both objectivist reality and subjectivist rationality. The latter aspect weakens the need for an objective theory of probabilistic causation, and suggests that a traditional image of causes as deterministic mechanisms should remain primary. It is argued that such causes should guide much preformal thinking about what to include in formal statistical models, especially of dynamic phenomena. The statistical measurement of causal effects is facilitated by good statistical design, including randomization where feasible, and requires other methodologies for controlling and assessing uncertainties, for example in model construction and inference. Illustrative examples include case studies where the problem is to assess retrospectively the causes of observed events and where the task is to assess future risks from controllable factors.
  • Author(s):
    Connor, D.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The CensusAtSchool project involves young people between the ages of 7 and 16 in gathering some simple information about themselves, which then form the basis of a national database for school children to use for data handling within many varied subject areas in school. At the very heart of the project the CensusAtSchool website http://www.censusatschool.ntu.ac.uk gives schools the opportunity to access and use the web within a learning environment. Summary data is posted on the site for schools to use along with a variety of curriculum tasks, which encourage greater use of ICT methods. South Africa and Queensland have both taking up the project within their own regions so expanding the project into providing opportunities for international comparisons to be made. The beauty of CensusAtSchool is that the data is real and the pupils themselves are fully involved.
  • Author(s):
    Konold, C., & Pollatsek, A.
    Year:
    1999
    Abstract:
    In this article, we argue that the focus on centers and distributions in current statistics instruction isn't too excessive, but rather of the wrong kind. Exploration of centers ought to be seen as part of a study of characteristics of complex, variable processes; too frequently, centers are portrayed as little more than summaries of groups of values. To highlight this difference, we examine how statisticians use and think about measures of center to compare two groups, and contrast this with what researchers have observed students doing. We also present various commonly-held interpretations of averages and show how most of these interpretations provide little or no conceptual basis for comparing groups. Based on our analyses, we offer several recommendations about how to help students come to see measures of center and spread as co-constructed ideas.
  • Author(s):
    Ivo D. Dinov, Nicolas Christou, and Juana Sanchez
    Year:
    2008
    Abstract:
    Modern approaches for information technology based blended education utilize a variety of novel instructional, computational and network resources. Such attempts employ technology to deliver integrated, dynamically linked, interactive content and multi-faceted learning environments, which may facilitate student comprehension and information retention. In this manuscript, we describe one such innovative effort of using technological tools for improving student motivation and learning of the theory, practice and usability of the Central Limit Theorem (CLT) in probability and statistics courses. Our approach is based on harnessing the computational libraries developed by the Statistics Online Computational Resource (SOCR) to design a new interactive Java applet and a corresponding demonstration activity that illustrate the meaning and the power of the CLT. The CLT applet and activity have clear common goals; to provide graphical representation of the CLT, to improve student intuition, and to empirically validate and establish the limits of the CLT. The SOCR CLT activity consists of four experiments that demonstrate the assumptions, meaning and implications of the CLT and ties these to specific hands-on simulations. We include a number of examples illustrating the theory and applications of the CLT. Both the SOCR CLT applet and activity are freely available online to the community to test, validate and extend (Applet: http://www.socr.ucla.edu/htmls/SOCR_Experiments.html and Activity: http://wiki.stat.ucla.edu/socr/index.php/SOCR_EduMaterials_Activities_Ge...).
  • Author(s):
    Kelly, I. W., & Beamer, J. E.
    Year:
    1986
    Abstract:
    Discusses experiences in elementary statistics that involve describing data by measures of central tendency and dispersion and that are appropriate for students in secondary schools. Includes background information, instructional strategies, procedures, and a ready-to-duplicate student worksheet. (JN)
  • Author(s):
    Kotzeva, M. & Tzvetkov, S.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Transition to a market economy has generated increasing importance of both data and analytical statistical tools for business and government. Profound economic reforms changed the underestimated role of statistics under central planning and evidenced the need to use it more actively as basis for carrying out national policy and strategies in all economic sectors. In addition the process of accession of Bulgaria to the European Union requires the harmonization of legislation concerned with statistics and compliance of basic statistical surveys with the EU standards and the main EU policies. As a result during the last 10 years noticeable changes in the organization and methodology of official statistics took place in Bulgaria. This process has been facilitated by the advances in Information Technology (IT). The IT revolution and the Internet in particular has greatly increased the feasibility of easy communication of huge data sets at all levels of summary and enriches the opportunities to apply the sophisticated tools associated with large data sets.

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