Literature Index

Displaying 811 - 820 of 3326
  • Author(s):
    Eleanor M. Pullenayegum, Qing Guo, and Robert B. Hopkins
    Year:
    2012
    Abstract:
    Graduate students in the health sciences who hope to become independent researchers must be able to write up their results at a standard suitable for submission to peer-reviewed journals. Bayesian analyses are still rare in the medical literature, and students are often unclear on what should be included in a manuscript. Whilst there are published guidelines on reporting of Bayesian analyses, students should also be encouraged to think about why some items need to be reported whereas others do not. We describe a classroom activity in which students develop their own reporting guideline. The guideline that the students produce is not intended to replace existing guidelines, rather we have found that the process of developing the guideline is helpful in encouraging students to think through the “why?” as well as the “what?” of reporting.
  • Author(s):
    Ben-Zvi, D., & Arcavi, A.
    Year:
    2001
  • Author(s):
    Curcio, F. R.
    Year:
    1989
    Abstract:
    Skill in the critical reading of data, which is a component of quantitative literacy, is becoming a necessity in our highly technological society. In particular, processing information presented in newspapers, magazines, commercial reports, and on television is dependent on a reader's ability to comprehend graphs. To meet the needs of society, industry, and business, our students must become adept at processing information. As stated in the Curriculum and Evaluation Standards for School Mathematics, children must be involved in collecting, organizing, and describing data. They should be able to construct, read, and interpret graphs as well as analyze trends and predict from the data (NCTM 1989, pp. 54, 105). This book is intended to provide elementary and middle school teachers and teacher educators with practical ideas on incorporating the graph-reading component of quantitative literacy into the instructional program. It can be used to supplement the teachers' editions of K-8 textbooks or as an elementary methods text for preservice and in-service teachers. It provides many suggestions for activities that can be used with youngsters in both small-group and large-group instruction. In support of the Standards (NCTM 1989), the activities presented in this book provide teachers with ideas to emphasize exploration, investigation, reasoning, and communication in mathematics. Furthermore, suggestions for using the computer as a tool are presented in many activities. This material can be used at different grade levels, depending on the learners' prior experiences with collecting and analyzing data. The data generated and collected by the students should be interesting and meaningful to them.
  • Author(s):
    Cortina, J. L.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper develops insights into how to deal with the arithmetic mean in the initial phases of statistics instruction. It focuses on one of the various ways in which the mean can be used in statistics: as a normalized ratio. The paper analyzes individual interviews of 12 12-year-old students prior to their participation in a classroom teaching experiment. These interviews were used to test and develop instructional conjectures about how to support students' understanding of the mean and other normalized ratios. Three differences where detected in how students seemed to make sense of proportional comparison problems in which the use of the mean as a ratio is pertinent. The paper explains how these findings can be capitalized upon in designing and conducting instruction.
  • Author(s):
    Watson, J. & Kelly, B. A.
    Editors:
    Lee, C. & Satterlee, A.
    Year:
    2003
    Abstract:
    Although statistical variation does not receive detailed attention in mathematics curriculum documents, students actually experience variation every day of their lives. Among other varying phenomena, the weather provides a topic of discussion for young and old. From early childhood, teachers are known to put up weather calendar charts recording the weather for weeks at a time. This study uses the weather context to explore students' development of intuitive ideas of variation from the third to the ninth grade.<br><br>Three aspects of understanding these intuitions associated with variation are explored in individual video taped interviews with 66 students: explanations, suggestions of data, and graphing. The development of these three aspects across grades is explored, as well as the associations among them. Fifty-eight of the students also answered a general question on the definition of variation and variable and these responses are discussed and compared with responses to the weather task. The interview protocol may prove useful for teachers, particularly with younger children, to appreciate students' developing understanding of variation and provide starting points for classroom work of a more specific nature, either with respect to weather or other contextual topics.
  • Author(s):
    Steinhorst, R.K., &amp; Keeler, C.M.
    Year:
    1995
    Abstract:
    For traditionally trained statistics teachers, developing active learning material is difficult. We present representative active learning materials that we have used over the last several years. We also give examples of exam questions that we have used to test conceptual understanding gained through the class exercises.
  • Author(s):
    Holmes, P.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., &amp; Constable, G. M.
    Year:
    1983
    Abstract:
    The Schools Council Project on Statistical Education, working in England and Wales and based at the University of Sheffield, was the first national project in the world to look specifically at the statistical education needs of all pupils in the 11-16 age range and to develop teaching materials to meet these needs. In this paper I have tried to show some of the many things anyone developing new teaching materials has to take into account. I have indicated how they affected the teaching material of the Schools Council Project on Statistical Education and the approach taken by the project team. I hope that this will help any of you who have to develop teaching material in your own countries to identify the areas of concern and produce relevant material for you pupils.
  • Author(s):
    Derry, S. J., Levin, J. R., Osana, H. P., &amp; Jones, M. S.
    Editors:
    Lajoie, S. P.
    Year:
    1998
    Abstract:
    This chapter focuses on our work in middle schools. We describe the implementation and evaluation of a three-week instructional unit that was adapted to three different subject-matter contexts (science, social studies, and mathematics). In all contexts, the purpose of the unit was to improve students' abilities to think and reason statistically about real-world issues.
  • Author(s):
    Pip Arnold
    Year:
    2008
    Abstract:
    This paper describes a pilot study exploring the acquisition of new statistical content knowledge by teachers, which is now needed as a result of curriculum change. The teachers involved in the study formed a professional learning community where their learning needs with respect to changes in the statistics curriculum were identified and workshops presented to help meet these needs. In the paper teachers' understanding of new statistical content knowledge and learning experiences are reported. Initial findings support previous research into how teachers learn and show that new content knowledge is not automatically gained through their participation in professional development.
  • Author(s):
    Batanero, C. &amp; Godino, J. D.
    Year:
    2001
    Abstract:
    According to Vygotsky (1934), the meaning of words are the main units to analyse psychological activity, since words relfect the union of thought and language, and include the properties of the concept to which they refer. As such, one main goal in statistics education research is finding out what meanings students assign to statistical concepts, symbols and representations and explaining how these meanings are constructed during problem solving activities and how they evolve as a consquence of instruction to progressively adapt to the meanings we are trying to help students construct.<br><br>In trying to develop a systematic research program for mathematics and statistics education at the University of Granada, Spain we have developed a theoretical model to carry out these analysie (Godino &amp; Batanero, 1994; 1998), which has been successfully applied in defferent research work in statistics education., in particular in some PhD these carried out at different Universities in Spain. The aim of this paper is to describe this model and suggest a research agenda for statistics education based on the same.

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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

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