Literature Index

Displaying 3031 - 3040 of 3326
  • Author(s):
    Moore, D. S.
    Year:
    2001
    Abstract:
    This article has four main sections. Section 2 summarizes the state of academic mathematics and statistics and argues that, in most institutions, the two disciplines need each other. It would repeat false starts from the past to think primarily of statistics departments, or even of large research universities more generally. I believe that growth of undergraduate statistics programs in other institutions will generally require the cooperation of the mathematics department, and that mathematics may be ready for more cooperation. Section 3 presents some market research--data on trends that ought to influence our thinking about statistics for undergraduates. Section 4 offers some cautionary findings from research in mathematics education. The unifying theme of these three sections is the need for realism in discussing programs for undergraduates.
  • Author(s):
    Megan R. Hall and Ginger Holmes Rowell
    Year:
    2008
    Abstract:
    This paper describes 25 National Science Foundation supported projects that have innovations designed to improve education for students majoring or minoring in statistics. The characteristics of these projects and the common themes which emerge are compared with the American Statistical Association's (ASA) guidelines for developing statistics education curricula for majors and minors and for teaching the corresponding statistics courses. Through this analysis, we are able to see how the last decade of NSF supported projects in statistics education exemplify these ASA guidelines.
  • Author(s):
    Bryce, G. R.
    Year:
    2002
    Abstract:
    A recent symposium on "Improving the Work Force of the Future: Opportunities in Undergraduate Statistics Education" was held to focus attention on the importance of undergraduate statistics education. The symposium and the approval of curriculum guidelines for undergraduate degrees by the Board of Directors of the American Statistical Association have done much to define the current state of undergraduate education in statistics and suggest directions for improvement. This article summarizes the activities leading up to the symposium and provides a brief summary of six papers from the symposium that have been published. The article concludes with a discussion of some of the outstanding issues that remain to be addressed.
  • Author(s):
    Higgins, J. J.
    Year:
    1999
    Abstract:
    This article describes the need to reexamine the undergraduate discipline of statistics in light of society's needs. Traditionally, there has been too much focus on the mathematical aspects of the discipline. The article suggests courses that would meet important needs of the undergraduate statistics major and set the discipline of statistics apart from mathematics.
  • Author(s):
    Baldy, R.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Undergraduates at California State University, Chico's College of Agriculture do experimental research including data analysis. Desire to see if treatments differ, motivates students to learn inferential statistics. Students analyze data with ANOVA programs written for Microsoft Excel. These programs return an analysis with one or at most a few mouse clicks; they handle missing data - a problem in real world experiments. In statewide science competitions, our students routinely place first or second.
  • Author(s):
    Kelly, E., Lesh, R.
    Year:
    2002
    Abstract:
    We are now conducting an extensive study, funded by the National Science Foundation, to investigate the parameters, capabilities and distinctiveness of design experiments. The goal of the project is to explicate a design experiment methodology that advances the overall goal of understanding and improving teaching and learning. This task will consume the three years of the grant (and likely will extend beyond it, in practice). The goal is to study the nature of how innovations in the sciences, their computational infrastructure, and their implementations in education should be constructed - so as to be educative to scholars and practitioners.
  • Author(s):
    Dean, A. L., & Mollaison, M.
    Year:
    1986
    Abstract:
    Children's understanding of what variables and relations are important in problem structures, and their use of these variables and relations in problem solving, were examined. One hypothesis suggests that knowledge of relevant solution variables is a prerequisite for encoding those variables, which in turn is a prerequisite for learning new strategies that use those variables. An alternative hypothesis holds that knowledge of relevant variables is an outcome, rather than a precursor, of efforts to invent new strategies. In the current studies, children between the ages of 5 and 13 years were given Piaget and Inhelder's (1975, The origin of the idea of chance in children, New York: Norton) two -set alternative choice probability problems. In Experiment 1, problem understanding was assessed by asking children to construct two-set problems that could test whether a learner understood how to solve a model problem type. In Experiment 2, understanding was assessed by asking children to modify model problems to make them harder for a learner to solve. In both experiments, children modified or reproduced only those properties of model problems used either correctly or incorrectly in solving the models. These results partially support both hypotheses, and suggest a mechanism by which problem solving knowledge develops.
  • Author(s):
    Pollatsek, A., Well, A. D., Konold, C., Hardiman, P., & Cobb, G.
    Year:
    1987
    Abstract:
    In two experiments, subjects were asked to judge whether the probability of A give B was greater than, equal to, or less than the probability of B given A for various events A and B. In addition, in Experiment 2, subjects were asked to estimate the conditional probabilities and also to calculate conditional probabilities from contingency data. For problems in which one conditional probability was objectively larger than the other, performance ranged from about 25-80% correct, depending on the nature of A and B. Changes in the wording of problems also affected performance, although less dramatically. Patterns of responses consistent with the existence of a causal bias in judging probabilities were observed with one of the wordings used but not with the other. Several features of the data suggest that a major source of error was the confusion between conditional and joint probabilities.
  • Author(s):
    Kharshikar, A. V. & Kunte, S.
    Editors:
    Goodall, G.
    Year:
    2002
    Abstract:
    This article uses a simple counter-intuitive example to point out a common misinterpretation of correlation.
  • Author(s):
    Rubin, A., & Hammerman, J. K.
    Editors:
    Burrill, G. F.
    Year:
    2006
    Abstract:
    In this article, we describe how middle and high school teachers and students analyze data using TinkerPlots, especially in how they express and support their analyses, and the conceptual issues about data and distributions that their explorations illuminate.

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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