Literature Index

Displaying 2971 - 2980 of 3326
  • Author(s):
    Marasinghe, M. G., Duckworth, W. M., & Shin, T.
    Year:
    2004
    Abstract:
    This paper extends work on the construction of instructional modules that use graphical and simulation techniques for teaching statistical concepts (Marasinghe, et al. 1996; Iversen and Marasinghe 2001). These modules consist of two components: a software part and a lesson part. A computer program written in LISP-STAT with a highly interactive user interface that the instructor and the students can use for exploring various ideas and concepts comprises the software part. The lesson part is a prototype document providing guidance for instructors for creating their own lessons using the software module. This includes a description of concepts to be covered, instructions on how to use the module and some exercises. The regression modules described here are designed to illustrate various concepts associated with regression model fitting such as the use of residuals and other case diagnostics to check for model adequacy, the assessment of the effects of transforming the response variable on the regression fit using well-known diagnostic plots and the use of statistics to measure effects of collinearity on model selection.
  • Author(s):
    Noss, R., Pozzi, S., & Hoyles, C.
    Year:
    1999
    Abstract:
    We present a study of the meanings of average and variation displayed by paediatirc nurses. We trace how these meanings shape, and are shaped by, nurses' interpretations of trends in patient and population data. We suggest a theoretical framework for making sense of the data which compares and contrasts nurses' epistemology with that of official mathematics. Finally, we outline some provisional didactial implications.
  • Author(s):
    Rogers, B. G.
    Year:
    2000
    Abstract:
    It is the purpose of this paper to present a visual analogy that may be employed by instructors to teach the concept of power to their students in statistical courses. It is anticipated that this analogy will then be useful to students in helping them to construct, in their own minds, the concept of statistical power.
  • Author(s):
    Randall E. Groth
    Year:
    2007
    Abstract:
    The purpose of this article is to sketch a hypothetical descriptive framework of statistical knowledge for teaching. Because statistics is a discipline in its own right rather than a branch of mathematics, the knowledge needed to teach statistics is likely to differ from the knowledge needed to teach mathematics. Doing statistics involves many primarily nonmathematical activities, such as building meaning for data by examining the context and choosing appropriate study designs to answer questions of interest. Although there are differences between mathematics and statistics, the two disciplines do share common ground in that statistics utilizes mathematics. This connection suggests that existing research on mathematical knowledge for teaching can help inform research on statistical knowledge for teaching.
  • Author(s):
    Moreno, J. L.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    In my paper 'Statistical Literacy - Statistics Long After School' presented at ICOTS V in Singapore, I discussed creating a course 'Citizens Statistics 101' and suggested what topics should be included in such a course. Unfortunately, the project has not happened, but I continue to think about it and present in this paper a practice exam that illustrates its content. The bottom line hope is that someday there will be no need for such a course as students will learn the statistics in school that will enable them to be statistically literate citizens.
  • Author(s):
    Fischer, M. J.
    Year:
    1998
    Abstract:
    In preparing business majors, schools of business have a special responsibility to ensure that students are equipped with the technological and mathematical skills they will need to compete in the worldwide marketplace. This article describes an innovative instructional paradigm for teaching business statistics. This paradigm harnesses the latest classroom technologies and integrates these technologies with established principles of learning. The paradigm also implements the mathematical and technological recommendations put forward by the National Research Council of the National Academy of Science. Evaluation data from both instructor and student perspectives are reported.
  • Author(s):
    LANE-GETAZ, Sharon J
    Year:
    2007
    Abstract:
    This paper describes the development and validation of the Reasoning about P-values and Statistical Significance (RPASS) scale. The RPASS was designed to support future research on students' conceptual understanding and misunderstanding of statistical significance and the effects of instructional approaches on this understanding. After unanimous expert content validation and testing, the 27-item RPASS-4 was administered across five introductory courses at California Polytechnic State University (N = 224). Respondents answered 16 of 27 items correctly, on average. Convergent and discriminant validity evidence were sufficient (N = 56). However, internal consistency reliability was low (alpha = .42, N = 224). An optimal subset of 15 items was identified with expected coefficient alpha of .66. However, some of the poorly discriminating items may be indicative of persistent misconceptions. Removing these items from the scale may not be desirable. Implications for future development and research are discussed.
  • Author(s):
    Ben-Zvi, D.
    Year:
    2000
    Abstract:
    This article begins with some context setting on new views of statistics and statistical education. These views are reflected, in particular, in the introduction of exploratory data analysis (EDA) into the statistics curriculum. Then, a detailed example of EDA learning activity in the middle school is introduced, which makes use of the power of the spreadsheet to mediate students' construction of meanings for statistical conceptions. Through this example, I endeavor to illustrate how an attempt at serious integration of computers in teaching and learning statistics brings about a cascade of changes in curriculum materials, classroom praxis, and students' ways of learning. A theoretical discussion follows that underpins the impact of technological tools on teaching and learning statistics by emphasizing how the computer lends itself to supporting cognitive and sociocultural processes. Subsequently, I present a sample of educational technologies, which represents the sorts of software that have typically been used in statistics instruction: statistical packages (tools), microworlds, tutorials, resources (including Internet resources); and teachers' metatools. Finally, certain implications and recommendations for the use of computers in the statistical educational milieu are suggested.
  • Author(s):
    Ben-Zvi, D.
    Year:
    2000
    Abstract:
    This article begins with some context setting on new views of statistics and statistical education. These views are reflected, in particular, in the introduction of exploratory data analysis (EDA) into the statistics curriculum. Then, a detailed example of EDA learning activity in the middle school is introduced, which makes use of the power of the spreadsheet to mediate students’ construction of meanings for statistical conceptions.Throughthisexample,Iendeavortoillustratehowanattemptatseriousintegrationofcomputersinteachingandlearningstatisticsbringsaboutacascadeofchanges incurriculummaterials,classroompraxis,andstudents’waysoflearning.Atheoretical discussion follows that underpins the impact of technological tools on teaching and learning statistics by emphasizing how the computer lends itself to supporting cognitive and sociocultural processes. Subsequently, I present a sample of educational technologies, which represents the sorts of software that have typically been used in statistics instruction: statistical packages (tools), microworlds, tutorials, resources (including Internet resources), and teachers’ metatools. Finally, certain implicationsandrecommendationsfortheuseofcomputersinthestatisticaleducational milieu are suggested.  
  • Author(s):
    Gaal, I.
    Editors:
    Jones, G. A.
    Year:
    2005
    Abstract:
    This chapter focuses on "probability literacy", the knowledge and dispositions that students may need to develop to be considered literate regarding real-world probability matters. Models of adult literacy, numeracy, and statistical literacy that define the terrain in which knowledge of probability is situated are reviewed. Then, the five basic elements of probability-related knowledge and points to some dispositions that are needed for adults to be able to effectively interpret and engage real-world probabilistic situations are discussed. Implications for instructional practice and research are examined.

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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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