Literature Index

Displaying 3081 - 3090 of 3326
  • Author(s):
    Leon, M. R., & Zawojewski, J. S.
    Editors:
    Vere-Jones, D., Carlyle, S., Dawkins, B. P.
    Year:
    1991
    Abstract:
    Our investigation utilised Strauss and Bichler's conceptual organisation of the properties of the mean, and had three purposes: (1) to investigate what happens developmentally to those statistical properties that were not mastered by age 12-14; (2) to examine the qualities of the statistical properties, including their relative conceptual difficulty and their relative ability to evoke the concept of the mean; and (3) to determine the relative effectiveness of different testing formats in assessing subjects' knowledge about the component properties of the mean.
  • Author(s):
    Steinbring, H.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper presents a research study on probability teaching which belongs to research on interaction in the mathematics classroom. Whereas much research done in this field takes a constructivist perspective or is based on theories of communication, we shall focus primarily on epistemological constraints of mathematical knowledge in student-teacher interactions. Our specific interest will be to better understand how processes of concept development occur in everyday teaching and how meaning of mathematical concepts is embedded in social interaction.
  • Author(s):
    Serrano, L., Batanero, M. C., & Godino, J. D.
    Year:
    1992
    Abstract:
    The research of psychologists, in particular from Kahneman and Tversky, has shown that in many situations of everyday life, people estimate the probability of random events using certain heuristics, specially representativeness. Much of the subsequent research in this area supports their thesis. Nevertheless, most of this work has used verbal problems as the means of studying people's conceptions and thinking, whether in a questionnaire or in an interview. In this work we present the results of a study of the pupils' use of representativeness in a situation of simulation of one of the classical problems related to the subject. The experience consisted of an individual interview with the students while simulating this situation and graphically representing the results, in order to answer some predetermined questions posed by the researcher. The analysis of student's pattern of responses before and after the realization of the simulation shows a wide variety of conceptions and the influence of the result of this simulation on the initial arguments of the pupils. As a result of this we conclude the didactical possibilities of simulation both as a means of exploring pupil's probabilistic intuitions and as an educational tool to overcome some of the misconceptions concerning these intuitions.
    Location:
  • Author(s):
    Darius, P., Schrevens, E., Portier, K.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    The ability to design experiments in an appropriate and efficient way is an important skill, but students typically have little opportunity to get experience. Most textbooks introduce standard general-purpose designs, and then proceed with the analysis of data already collected. In this paper we explore a tool for gaining design experience: computer based virtual experiments. These are software environments which mimic a real situation of interest, and invite the user to collect data to answer a research question. The following prototype environments will be described: an industrial process that must be optimized, a greenhouse experiment to compare the effect of different treatments on plant growth, and an arcade style applet that illustrates the use of t-tests, regression and analysis of variance. These environments are parts of a collection called env2exp, and can be freely used over the web. They have been used in several courses over the last two years.
  • Author(s):
    Bregar, L, Ograjenzek, I, & Bavdaz, M.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    During the past decade, national and international organisations have been steadily increasing the number of web-based statistical databases available to general public. While often user-unfriendly (mostly due to poor design and organisation as well as lack of navigation options) in their pioneer years, many of these databases have been gradually transformed into well-managed expansive resources that can greatly enhance the teaching and learning of statistics. A number of illustrative examples are presented in this paper along with discussion of our experiences and identification of future challenges pertaining to their use in statistics courses.
  • Author(s):
    Corwin, R. B. & Friel, S. N.
    Year:
    1990
    Abstract:
    A unit of study for greades 5-6 from "Used Numbers: Real Data in the Classroom."
  • Author(s):
    Cholkar, C. P. & Deshpande, M. N.
    Editors:
    Goodall, G.
    Year:
    2004
    Abstract:
    This article presents some data from a major sports event that can be used in common statistical analyses.
  • Author(s):
    Hardiman, P. T., Well, A D., & Pollatsek, A.
    Year:
    1984
    Abstract:
    The study tested whether improving students' knowledge of balance rules through experience with a balance beam promotes understanding of the mean. The study consisted of three sessions. In the pretest session, subjects' levels of balance knowledge and abilities to calculate the solutions to a variety of problems dealing with the mean were assessed. Subjects were classified as nonbalancers if they performed at a a level below Siegler's Rule IV and as noncalculators if they were unable to calculate solutions to weighted mean problems. In the second session, half the nonbalancers were given balance training and the other half were asked to solve unrelated control problems. In the transfer session, subjects were given a set of five problems to assess their understanding of the mean. Significant transfer was found: Subjects classified as nonbalancers on the pretest performed significantly better on the transfer problems if they had been given balance training rather than assigned to the control condition.
  • Author(s):
    Reed, S. K., Dempster, A., & Ettinger, M.
    Year:
    1985
    Abstract:
    Four experiments tested how well students in a college algebra class could use the solution of a distance, mixture, or work problem to solve other problems in the same category. The solution could either be applied directly to solve equivalent problems or had to be slightly modified to solve similar problems. Students in Experiment 1 could not use the solution to produce more correct solutions on either equivalent or similar problems. Experiments 2 and 3 demonstrated that either allowing students to consult the solution as they worked on the test problems or providing more elaborate solutions improved transfer to equivalent problems but did not improve transfer to similar problems. In Experiment 4 there was some transfer to similar problems that differed in complexity, but students relied too much on a syntactic approach in which they filled in the "slots" of an equation.
  • Author(s):
    Lecoutre, B., Lecoutre, M.-P., & Poitevineau J.
    Year:
    2001
    Abstract:
    The current context of the "significance test controversy" is first briefly discussed. Then experimental studies about the use of null hypothesis significance tests by scientific researchers and applied statisticians are presented. The misuses of these tests are reconsidered as judgmental adjustments revealing researchers' requirements towards statistical inference. Lastly alternative methods are considered. Consequently we automatically ask ourselves "won't the Bayesian choice be unavoidable?"

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