Literature Index

Displaying 711 - 720 of 3326
  • Author(s):
    Joan Garfield
    Year:
    2013
  • Author(s):
    Falbel, A., & Hancock, C.
    Year:
    1993
    Abstract:
    This paper reports on a clinical study of students' productive understanding of database record/field structures. Using a data analysis tool with which they were familiar, students were asked to create a database structure that would allow them to produce a desired graph. A recurring pattern was observed in which subjects produced a set-based structure instead of the required property-based structure.
  • Author(s):
    Shaughnessy, J. M
    Year:
    2002
    Abstract:
    In reflecting upon the possible components of a course of study for students doing doctoral work in the field called statistics education, it seemed that the preparation should contain most of the components of a model preparation program for doctoral students in mathematics education. In fact, except for the particulars of the discipline, I see very little difference in what I would recommend as the core of either doctoral program. There may be great benefit in having a major overlap in the coursework, seminar work, research practicum, and any work in the fields of education, psychology, and foreign languages in mathematics and statistics education programs. I would even advocate for a consideration of combined prgrams in Mathematics and Statistics Education at the doctoral level. In many universities in my country, from the practical point of view. Below I briefly discuss Core components of a statistics education doctoral program, and factors that are necessary for institutions to support quality doctoral work in statistics education.
  • Author(s):
    Forsyth, G. A., Arpey, S. H., & Stratton-Hess, C. L.
    Year:
    1992
    Abstract:
    The objective of this study is to compare the effects of two instructional approaches designed to overcome errors in the interpretation of psychological research.
  • Author(s):
    Mittag, K. C.
    Year:
    1992
    Abstract:
    An important topic presented in introductory statistics courses is the estimation of population parameters using samples. Students learn that when estimating population variances using sample data, we always get an underestimate of the population variance if we divide by n rather than n-1. One implication of this correction is that the degree of bias gets smaller as the sample gets larger and larger. This paper explains the nature of bias and correction in the estimated variance and discusses the properties of a good estimator (unbiasedness, consistency, efficiency, and sufficiency). A BASIC computer program that is based on Monte Carlo methods is introduced, which can be used to teach students the concept of bias in estimating variance. The program is included in this paper. This type of treatment is needed because surprisingly few students or researchers understand this bias and why a correction for bias is needed. One table and three graphs summarize the analyses. A 10-item list of references is included, and two appendices present the computer program and five examples of its use. (Author/SLD)
  • Author(s):
    Tarmizi, R. A., & Bakar, K. A.
    Year:
    1997
    Abstract:
    This is a descriptive correlational study on students enrolled in a compulsory course in the Teacher Education Program at the Faculty of Educational Studies. Three categories of variables were investigated, namely, the independent variables--learning styles, the variable of prime interest--performance as the dependent variable and several control variables such as gender, age, and program. A moderate positive bivariate relationship existed between learning style and performance or also referred to as cognitive skills of teacher education students.
  • Author(s):
    Falk, R., & Well, A. D.
    Year:
    1996
    Abstract:
    We highlight one interpretation of Pearson's r (largely unknown to behavioral scientists), inspired by the genetic measurement of inbreeding. The coefficient of inbreeding, defined as the probability that two paired alleles originate from common descent, equals the correlation between the uniting gametes. We specify the statistical conditions under which r can be interpreted as probability of identity by descent and explore the possibility of generalizing that meaning of correlation beyond the inbreeding context. Extensions to the framework of agreement between judges and to that of sequential dependencies are considered. Viewing correlation as probability is heuristically promising. We examine the implications of this approach in the case of three types of bivariate distributions and discuss potential insights and risks.
  • Author(s):
    Holmes, P.
    Editors:
    Goodall, G.
    Year:
    2001
    Abstract:
    Correlation is introduced intuitively early in the school curriculum by considering patterns in scatter diagrams. Later on, various formulae are used for calculating correlation coefficients. This article suggests ways in which the formulae can be related to the scatter diagrams.
  • Author(s):
    Batanero, C., Estepa, A., & Godino, J. D.
    Abstract:
    The theoretical basis of this paper is the modeling of students' knowledge about a specific subject as a qualitative and systemic construct. Following therefrom, a discussion about the role of multivariate analysis for studying the structure of this knowledge and for building explanatory models relating its structure to task, cognitive and instructional variables. Correspondence analysis in an empirical study referring to statistical association is used as an example.
  • Author(s):
    Lesser, L. M.
    Year:
    1998
    Abstract:
    This article explains and synthesizes two theoretical perspectives on the use of counterintuitive examples in statistics courses, using Simpson's Paradox as an example. While more research is encouraged, there is some reason to believe that selective use of such examples supports the constructivist pedagogy being called for in educational reform. A survey of college students beginning an introductory (non-calculus based) statistics course showed a highly significant positive correlation (r = .666, n = 97, p < .001) between interest in and surprise from a 5-point Likert scale survey of twenty true statistical statements in lay language, a result which suggests that such scenarios may motivate more than they demoralize, and an empirical extension of the model from the author's developmental dissertation research. [this paper was subsequently selected by the editors for inclusion in Getting the Best from Teaching Statistics, a collection of the best articles from volumes 15-21].

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