Non-symbolic math

  • Song advocating a preference for Bayesian inferential procedures. May sing to the tune of Neil Diamond's 1966 song "I'm a Believer" made popular by the Monkees. Lyrics by Bradley Carlin (2002). Free to use for non-commercial educational purposes. Contact author to use in publications or for commercial purposes. Accompanying musical track was recorded Sunday September 16, 2002. The lyrics were written by Brad for the Valencia 7 conference, Tenerife, Spain, June 2002;and was first performed there by the Bayesian Band (Brad Carlin, Mark Glickman, and David Heckerman). The lyrics may be found in volume 37, issue 1 of "IMS Bulletin" and in the "Bayesian Songbook" (www.biostat.umn.edu/~brad/cabaret.html).

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  • The AIMS project developed lesson plans and activities based on innovative materials that have been produced in the past few years for introductory statistics courses. These lesson plans and student activity guides were developed to help transform an introductory statistics course into one that is aligned with the Guidelines for Assessment and Instruction in Statistics Education (GAISE) for teaching introductory statistics courses. The lessons build on implications from educational research and also involve students in small and large group discussion, computer explorations, and hands-on activities.
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  • Probability is a 2 minute 14 second video that can be used in discussing the probability of rare events (e.g. how many consecutive times must a coin land heads before you question whether it is a fair coin?). The video was written, shot, and edited by Sam Rapien in 2007. The music is by Brett Musil and Sam Rapien and the single cast member is Jon Anderson. Mr. Rapien made this video while a graduate student in the Department of Art and Art History at the University of Nebraska, Lincoln.

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  • The Normal Law is a poem whose words form the shape of the normal density. It was written by Australian-American chemist and statistician William John ("Jack") Youden (1900 - 1971). The poem was published in "The American Statistician" page 11 in v. 4 number 2 (1950).

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  • A cartoon that might be used in introducing scatterplots and correlation. Cartoon by John Landers (www.landers.co.uk) based on an idea from Dennis Pearl (The Ohio State University). Free to use in the classroom and on course web sites.
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  • Submitting your spotlight presentation from USCOTS 2005 to CAUSEweb is an easy process, and you are in a prime position to submit your work! What better way to have your work showcased than in a peer-reviewed repository of contributions to statistics education? This Webinar will be an opportunity to talk about how to prepare your USCOTS spotlight for submission to CAUSEweb and to discuss the benefits of submission. Please join us to discuss how to put the spotlight on CAUSEweb.
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  • In this activity, students explore calculations with simple rates and proportions, and basic time series data, in the context of news coverage of an important statistical study. From 1973 to 1995, a total of 4578 US death penalty cases went through the full course of appeals, with the result that 68% of the sentences were overturned! Reports of the study in various newspapers and magazines fueled public debate about capital punishment.
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  • In this activity, students learn the true nature of the chi-square and F distributions in lecture notes (PowerPoint file) and an Excel simulation. This leads to a discussion of the properties of the two distributions. Once the sum of squares aspect is understood, it is only a short logical step to explain why a sample variance has a chi-square distribution and a ratio of two variances has an F-distribution. In a subsequent activity, instances of when the chi-square and F-distributions are related to the normal or t-distributions (e.g. Chi-square = z2, F = t2) will be illustrated. Finally, the activity will conclude with a brief overview of important applications of chi-square and F distributions, such as goodness-of-fit tests and analysis of variance.
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  • In this game activity, students match correlation values with plots generated by the applet. Competition in this game setting encourages students to become more involved in the classroom and attainment of learning objectives. This game is best if used in a lab setting, although it may be modified to fit other classroom situations.
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  • This activity begins with an instructor demonstration followed by a student out-of-class assignment. Students will observe their instructor create a scatterplot and observe how the correlation coefficient changes when outlier points are added. Students are then given a follow up assignment, which guides them through the applet. In addition, the assignment provides insight about outliers and their effect on correlation. This activity will show exactly how outliers numerically change the correlation coefficient value and to what degree.
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