Literature Index

Displaying 681 - 690 of 3326
  • Author(s):
    Andrew Zieffler
    Year:
    2007
    Abstract:
    The interdisciplinary field of inquiry that is statistics education research spans a diverse set of disciplines and methodologies. A recent review of a subset of this literature, the research on teaching and learning statistics at the college level, was used to raise some practical issues and pose some challenges to the field of statistics education. These will be addressed in the CAUSE webinar. In addition, a recent doctoral dissertation study will be used to illustrate some of these challenges and offer suggestion for how to deal with them.
  • Author(s):
    National Center on Adult Literacy, National Science Foundation
    Year:
    1994
    Abstract:
    This is a bound copy of a group of background readings from the Conference on Assessment Issues in Statistics Education.
  • Author(s):
    Konold, C.
    Year:
    1995
    Abstract:
    Simulation data are used to test a student's beliefs about the relative probabilities of two sequences obtained by flipping a fair coin. The episode is used to illustrate general issues in using simulations instructionally.
  • Author(s):
    Olsson, U.
    Editors:
    Stephenson, W. R.
    Year:
    2005
    Abstract:
    Methods for calculating confidence intervals for the mean are reviewed for the case where the data come from a log-normal distribution. In a simulation study it is found that a variation of the method suggested by Cox works well in practice. An approach based on Generalized confidence intervals also works well. A comparison of our results with those of Zhou and Gao (1997) reveals that it may be preferable to base the interval on t values, rather than on z values.
  • Author(s):
    Richardson, M. & Haller, S.
    Editors:
    Goodall, G.
    Year:
    2003
    Abstract:
    This article describes an interactive activity for illustrating general properties of confidence intervals and the construction of confidence intervals for proportions. In completing this activity, students generate, collect and analyse data.
  • Author(s):
    Raymond S. Nickerson
    Year:
    1998
    Abstract:
    Confirmation bias, as the term is typically used in the psychological literature, connotes<br>the seeking or interpreting of evidence in ways that are partial to existing beliefs,<br>expectations, or a hypothesis in hand. The author reviews evidence of such a bias in a<br>variety of guises and gives examples of its operation in several practical contexts.<br>Possible explanations are considered, and the question of its utility or disutility is<br>discussed.
  • Author(s):
    Silvia May&eacute;n, Carmen D&iacute;az, and Carmen Batanero
    Year:
    2009
    Abstract:
    The focus of this research is the concept of median, which has received scarce interest in previous research. We analyse the open responses given by 518 Mexican students from Educaci&oacute;n Secundaria (Junior) and Bachillerato (Senior) Secondary Education to a problem involving the computation of median. Using some ideas from the onto-semiotic approach, we classify the responses, taking into account the central tendency measure used, and describe the students' semiotic conflicts. We use the chi-square test to study possible dependence between responses and students' group. We observe better results in computation in Educaci&oacute;n Secundaria students but better competence to select the best representative value in Bachillerato students.
  • Author(s):
    Lawrence V. Fulton, Francis A. Mendez, Nathaniel D. Bastian, and R. Muzaffer Musal
    Year:
    2012
    Abstract:
    This manuscript discusses the common confusion between the terms probability and odds. To emphasize the importance and responsibility of being meticulous in the dissemination of information and knowledge, this manuscript reveals five cases of sources of inaccurate statistical language embedded in the dissemination of information to the general public. The five cases presented are: Texas Lottery, Texas PowerBall, the Discovery Education Website, ScienceNews, and the Oregon State website.
  • Author(s):
    Neporcha Cone
    Year:
    2009
    Abstract:
    The purpose of this study was to explore the effect of providing preservice teachers the opportunity to collect real data in a science methods inquiry investigation and using the data, design data displays in their mathematics methods course. The research questions focused on how preservice teachers' understandings of data displays, research design, and the specific content addressed improved when they used these displays to attempt to communicate the data they had collected themselves in their inquiry investigations. The 46 preservice teachers were given questionnaires at the beginning and end of the courses, twelve were interviewed both pre and post, all written work pertaining to data displays and the inquiry investigations was collected, methods class sessions were audio and videotaped, and the final data display and science investigation projects were photocopied. The findings show that by creating and scrutinizing their data displays, the preservice teachers were able to recognize the limitations of their inquiry investigation design. Through working with data in the context of inquiry projects of their own design, the preservice teachers realized meaningful connections and commonalities that exist in mathematics and science while strengthening their knowledge and skills in both disciplines.
  • Author(s):
    Lord, C. G., Lepper, M. R., &amp; Preston, E.
    Year:
    1984
    Abstract:
    It is proposed that several biases in social judgment result from a failure--first noted by Francis Bacon--to consider possibilities at odds with beliefs and perceptions of the moment. Individuals who are induced to consider the opposite, therefore, should display less bias in social judgment. In two separate but conceptually parallel experiments, this reasoning was applied to two domains--biased assimilation of new evidence on social issues and biased hypothesis testing of personality impressions. Subjects were induced to consider the opposite in two ways: through explicit instructions to do so and through stimulus materials that made opposite possibilities more salient. In both experiments the induction of a consider-the-opposite strategy had greater corrective effect than more demand-laden alternative instructions to be as fair and unbiased as possible. The results are viewed as consistent with previous research on perseverance, hindsight, and logical problem solving, and are thought to suggest an effective method of retraining social judgment.

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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