Literature Index

Displaying 3121 - 3130 of 3326
  • Author(s):
    Giles, O. & Ganesh, S.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper explores the reasons why technology has not been used extensively in New Zealand secondary schools and why changes are now starting to take place. It discusses why Microsoft Excel is a useful tool in the solution of statistical problems and why it is the ideal tool to use in secondary school statistics. A software package, written in Visual Basic, has been developed to augment the teaching of Year 13 Mathematics with Statistics. This software package, called OG Statistics, interacts with Microsoft Office and is designed to encourage the use of Excel in solving statistics problems. A number of worked examples are given that show students how to solve a problem and encourages them to experiment. Practice problems are then provided with worked solutions. When students feel ready to work independently they can attempt the self-assessment modules. This also indicates whether they have reached a reasonable level of competency. The package can be incorporated into a lesson or used as a revision aid for the self-paced learner. The software package also incorporates a number of educational principles including constructivism and scaffolded learning.
  • Author(s):
    Coutinho, C. Q. S.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    In this paper we discuss the teacher's role in the introduction of probability to students aged from 11 to 18 years old. Coutinho (2001) has showed that model-building approaches enable students to attend to the duality of the probability concept. However, Gonçalves (2004) argues that teachers do not easily appropriate such teaching situations, because their conception are associated with their own practices, built from classic approaches to probability. In this paper, we discuss a teacher education project on teaching and learning probability problems, in which teachers and researchers collaborate during face-to-face and virtual sessions, to reflect upon and about teaching practices and especially about the possibilities associated with a model-building approach to probability.
  • Author(s):
    Lock, R. H.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Although the use of a statistical computer package has become an integral part of modern statistics courses, the primary goal of traditional software has been to do statistics rather than to learn statistics. Fathom: Dynamic Statistics Software is one of several newly developed packages that focus a greater emphasis on providing an atmosphere in which students can investigate statistical concepts. To facilitate learning, a key premise is that all aspects of an analysis are linked so that students can see how changes in one area are reflected in another. Fathom's developers have made a special effort to produce an intuitive interface that allows students to "drag & drop" to construct analyses from basic building blocks. It also provides a convenient environment for instructors to develop effective demonstrations. We give examples of these sorts of dynamic illustrations and discuss how Fathom can be used to encourage student explorations.
  • Author(s):
    Lawrence M. Lesser, Amitra A. Wall, Robert H. Carver, Dennis K. Pearl, Nadia Martin, Shonda Kuiper, Michael A. Posner, Patricia Erickson, Shu-Min Liao, Jim Albert, and John J. Weber III
    Year:
    2013
    Abstract:
    This study examines statistics instructors’ use of fun as well as their motivations, hesitations, and awareness of resources. In 2011, a survey was administered to attendees at a national statistics education conference, and follow-up qualitative interviews were conducted with 16 of those (N = 249) surveyed to provide further context for interpreting the quantitative results. Motivations were similar for men and women, but female instructors admitted more hesitations in many areas. While many instructors are using or are open to using fun in the statistics classroom, the findings suggest that not having available resources at hand and not being aware of resources such as the CAUSEweb collection are major hesitations. Methods of alleviating hesitations are discussed.
  • Author(s):
    Mary Louise Metz
    Year:
    2010
    Abstract:
    Statistics education has become an increasingly important component of the mathematics education of today.s citizens. In part to address the call for a more statistically literate citizenship, The Guidelines for Assessment and Instruction in Statistics Education (GAISE) were developed in 2005 by the American Statistical Association. These guidelines provide a framework for statistics education towards the end of enabling students to achieve statistical literacy, both for their personal lives and in their careers. In order to achieve statistical literacy by adulthood, statistics education must begin at the elementary school level. However, many elementary school teachers have not had the opportunity to become statistically literate themselves. In addition, they are not equipped pedagogically to provide effective instruction in statistics. This article will discuss statistical concepts that have been identified as necessary for statistical literacy and describe how an undergraduate course in Probability and Statistics for pre-service elementary and middle school teachers was revised and implemented using the GAISE framework, in conjunction with the NCTM Standards for Data Analysis and Probability. The aims of the revised course were to deepen pre-service elementary and middle school teachers. conceptual knowledge of statistics; to provide them with opportunities to engage in, design, and implement pedagogical strategies for teaching statistics concepts to children; and, to help them make connections between the statistical concepts they are learning and the statistical concepts they will someday teach to elementary and middle school students.
  • Author(s):
    Bright, G. W., Harvey, J. G., & Wheeler, M. M.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    Since 1976 the authors have been engaged in a systematic investigation of the cognitive effects of games on mathematics learning. This investigation focused on identifying effective uses of games so that recommendations for appropriate incorporation of games into school practices can be made.
  • Author(s):
    Marasinghe, M. G., Meeker, W. Q., Cook, D., & Shin, T.
    Year:
    1996
    Abstract:
    The value to students of active learning has been recognized. This has led to the wide use of assignments in statistical methods courses where students use statistical software and computing equipment to analyze data. These assignments enable most students to master the mechanics of data analysis. The amount of experience that a student can get with such assignments, however, is limited. A sizable proportion of students have difficulty grasping some of the many concepts that are introduced in these courses. Nevertheless, these concepts are important for effective modeling and data analysis, and instructors should focus on them. By using current computing technology, it is possible to supplement standard data analysis assignments and algebraic derivations and have students become actively involved in the learning of important statistical concepts. The learning experience can be enhanced by giving students additional statistical "experiences" by using combinations of carefully designed and implemented multiple simulations and dynamic graphics to illustrate key ideas. In this article we describe and illustrate several instructional modules and corresponding software that have been designed to assist instructors in teaching introductory statistics courses.
  • Author(s):
    Koehler, M. H.
    Editors:
    Burrill, G. F.
    Year:
    2006
    Abstract:
    This article describes how graphing calculators can help make statistical concepts more accessible and understandable through the use of simulations. Examples of simulations are given on the Law of Large Numbers, Normal Probability Plots, Central Limit Theorem, Confidence Intervals, and Significance Testing.
  • Author(s):
    Lesser, L.
    Year:
    2007
    Abstract:
    We explore and discuss pedagogical opportunities presented by two subtle graphing calculator pitfalls that can be readily encountered in the secondary school classroom when doing statistics on common (TI) calculators: (1) confusion about bounds when computing cumulative probabilities for the normal distribution, and (2) confusion about the order of variables when computing regression lines of best fit to a dataset.
  • Author(s):
    Flores, A.
    Editors:
    Burrill, G. F.
    Year:
    2006
    Abstract:
    This article presents several activities and programs for a graphing calculator that can help students deal with misconceptions about expecting short runs to reflect closely the theoretical probability or the long-term behavior.

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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