Literature Index

Displaying 3021 - 3030 of 3326
  • Author(s):
    Glenn Waddell, Jr. and Robert J. Quinn
    Year:
    2011
    Abstract:
    The Venn diagram is suggested as a graphical solution to conjunction fallacies and a modification of it is suggested to more fully communicate set relations.
  • Author(s):
    Heidema, C.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    The business world offers many opportunities for statisticians, especially in advising decision-making processes. Elementary school age youngsters in their everyday lives also are confronted with decision situations, some with a business flavor, where a rudimentary understanding of statistics may prove useful. However, the pedagogical concerns of making the study of these situations accessible at an early age often prohibits consideration until the problems can be discussed on a high mathematical level. Consider, for example, the classic "Newsboy's Problem" concerning a newspaper seller attempting to maximize profit. Children can appreciate such a problem; indeed they may have paper routes or operate newspaper stands themselves. SHUNDA'S NEWSSTAND provides an excellent example of how an operations research problem involving statistics in a decision-making context can be presented at the elementary school level. A second example described involves Population Growth.
  • Author(s):
    Zacharopoulou, H.
    Editors:
    Stephenson, W. R.
    Year:
    2006
    Abstract:
    In a very large Introductory Statistics class, i.e. in a class of more than 300 students, instructors may hesitate to apply active learning techniques, discouraged by the volume of extra work. In this paper two such activities are presented that evoke student involvement in the learning process. The first is group peer teaching and the second is an in-class simulation of random sampling from the discrete Uniform Distribution to demonstrate the Central Limit Theorem. They are both easy to implement in a very large class and improve learning.
  • Author(s):
    Zamalia Mahmud
    Year:
    2008
    Abstract:
    This study attempts to construct the profiles of two types of statistics learners: namely those<br>with a positive and a negative attitude towards statistics. The contribution of this work lies in<br>its attempt to characterize each profile of learner by relating to his/her perceived attitudes<br>toward statistics, types of learners, mode of study, program structure, age, gender and<br>learners' evaluation towards the statistics course. These variables are used as predictors that<br>discriminate learners with positive and negative attitudes toward statistics. The results<br>indicate that learners with positive attitudes can be reliably distinguished from learners with<br>negative attitudes toward statistics. This then can assist instructors to optimize the teaching<br>and learning of statistics in the classroom.
  • Author(s):
    Bowman, A.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    The nature of these projects is enormously diverse, ranging from the development of completely new software to the integration of existing packages with lecture and laboratory classes.
  • Author(s):
    Shaughnessy, J. M., Ciancetta, M. &amp; Canada, D.
    Abstract:
    As part of a research project on students' understanding of variability in statistics, 272 students, (84 middle school and 188 secondary school, grades 6 - 12) were surveyed on a series of tasks involving repeated sampling. Students' reasoning on the tasks predominantly fell into three types: additive, proportional, or distributional, depending on whether their explanations were driven by frequencies, by relative frequencies, or by both expected proportions and spreads. A high percentage of students' predominant form of reasoning was additive on these tasks. When secondary students were presented with a second series of sampling tasks involving a larger mixture and a larger sample size, they were more likely to predict extreme values than for the smaller mixture and sample size. In order for students to develop their intuition for what to expect in dichotomous sampling experiments, teachers and curriculum developers need to draw explicit attention to the power of proportional reasoning in sampling tasks. Likewise, in order for students to develop their sense of expected variation in a sampling experiment, they need a lot of experience in predicting outcomes, and then comparing their predictions to actual data.
    Location:
  • Author(s):
    Estepa, A., et al.
    Year:
    1992
    Abstract:
    The recording of the interaction between pupil and computer is one of the data sources frequently used in research on the use of computers in teaching. Describes the analysis methodology of these recordings to determine the use of computers in statistics and its adaptation to other research work on the use of computers in education. (Author/MDH)
  • Author(s):
    M&aacute;rquez, J.C.
    Editors:
    Joliffe, F., &amp; Gal, I.
    Year:
    2004
    Abstract:
    Nowadays, the importance of affectivity in statistics education is widely acknowledged. In the past two decades a large number of instruments to measure attitudes and anxiety toward statistics have been developed in order to assess the influence of emotional factor on students' training. However, many of these instruments have not been analysed in depth and their psychometric properties have not properly been assessed. The aim of this paper is revising the research works that have contributed empirical evidence for the reliability and validity of these instruments. Our results suggest the need for more research about instruments to measure attitudes and anxiety about statistics. We conclude by suggesting some priority research areas that might be relevant in future studies on this topic.
  • Author(s):
    Moore, D. S.
    Editors:
    Steen, L. A.
    Year:
    1990
    Abstract:
    The task of this essay is not to urge attention to data and chance in the school curriculum- they are already attracting attention- but to develop this strand of mathematical ideas in a way that makes clear the overall themes and strategies within which individual topics find their natural place.
  • Author(s):
    Smeeton, N.
    Editors:
    Batanero, C., &amp; Joliffe, F.
    Year:
    2002
    Abstract:
    Despite the recommendation of the General Dental Council that statistical methods and data analysis should form part of the curriculum of undergraduate dental degrees, little is known about the teaching of statistics in dental schools. This informal study was carried out to obtain information on the methods of teaching and assessment used in dental schools in Britain and Ireland.

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