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# Report

• ### Identification of misconceptions in learning statistical power with dynamic graphics as a remdial tool

The objective of this study was to catalog undergraduate and graduate students' misconceptions in the area of power analysis, and to examine the efficacy of a computer simulation to remedy these misconceptions.

• ### Exercises for the power simulator (t-distribution)

This paper describes the power simulator and how to use it.

• ### Computer-assisted approach for teaching statistical concepts

In this article we present an approach for teaching and learning statistical concepts by implementing computer-assisted hands-on activities that emphasize the process of guided learning and discovery knowledge.

• ### Assessment in statistics courses: Assessing software

This paper discusses the properties and characteristics that software should have (i.e., software that will support learning in statistics) and the features of software that aid teaching and learning.

• ### Interpretation of psychological research survey

This is an actual survey that was used as part of a project designed to study how people interpret descriptions of psychological research studies.

• ### Statistics education bibliography

The purpose of this bibliography is to provide a resource for students starting research in the area of statistics and probability. The bibliography is also available on disk to ease searching.

• ### Sequencing topics in introductory statistics: A debate on what to teach when

We discuss various perspectives on the sequencing of topics to be studied in an introductory statistics course, debating the merits and drawbacks of different options. We focus on the introduction of data collection issues; the study of descriptive statistics for bivariate data; the presentation order of inference for mean and proportions; and the placement of tests of significance and confidence intervals. Our goals is not to declare final resolution on these issues, but to stimulate instructors' thinking about this important aspect of course design. We conclude by identifying a set of core recommendations emerging from our points of agreement.

• ### The use of implicative and correspondence analysis for assessing pupil's combinatorial reasoning

In this paper we present the results of applying implicative and correpondence analysis to pupils' responses to a questionnaire aimed at assessing combinatorial reasoning in secondary school pupils. We also show the effect of some task variables on pupils' errors, as well as their evolution following instruction.

• ### Successful students' conceptions of mean, standard deviation, and the central limit theorem

This paper reports on a preliminary attempt to better understand the development of student knowledge of some fundamental statistical concepts.