This applet simulates rolling dice and displays the outcomes in a histogram. Students can choose to roll 1, 2, 6, or 9 dice either 1, 10, 20, or 100 times. The outcome studied is the sum of the dice and a red line is drawn on the histogram to show expected number of occurences of each outcome.
This is a "Building Block" for the Buffon Needle problem. The source code and compile code are included as well as separate files for each. Users able to test the applet to determine if it meets their needs.
This site offers separate webpages about statistical topics relevant to those studying psychology such as research design, representing data with graphs, hypothesis testing, and many more elementary statistics concepts. Homework problems are provided for each section.
This is a site that contains a number of types of material that can be used in teaching about chance and probability. Lesson plans, syllabi, suggested activities, and data sets are available. The data sets contain interesting information for students such as: quarterback passing rating data, baseball streaks, and baseball salaries that can be used to illustrate means, medians, etc.. The site also contains a link to the Chance News (which is now a wiki on CAUSEweb).
Share with your students why the presence of an outlier affects which measure of central tendency to report. Feel free to modify this Powerpoint presentation to fit the needs of your students. Included at the end are additional online resources to further engage your students in their learning about the mean, median, and mode. The presentation is covered by a Creative Commons Attribution-Share Alike 3.0 License.
This site is a collection of interesting stories in the news that relate to statistics, major league baseball standings, links to textbooks, and links to applets. It also contains some reflections on statistical issues from retired professor John Marden (from University of Illiois at Urbana-Champaign).
This site is a collection of resources related to experiments. The site includes references, resources, and articles related to the scientific method, experimental research, ethics in research, and research design. It also includes tips on writing scientific papers, and there are several statistics tutorials on the site. Another interesting feature of the site is a collection of case studies that include descriptions of famous research studies in fields like social psychology, sociology, physics, biology, and medicine.
Statistics and probability concepts are included in K–12 curriculum standards—particularly the Common Core State Standards—and on state and national exams. STEW provides free peer-reviewed teaching materials in a standard format for K–12 math and science teachers who teach statistics concepts in their classrooms.
STEW lesson plans identify both the statistical concepts being developed and the age range appropriate for their use. The statistical concepts follow the recommendations of the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A Pre-K-12 Curriculum Framework, Common Core State Standards for Mathematics, and NCTM Principles and Standards for School Mathematics. The lessons are organized around the statistical problemsolving process in the GAISE guidelines: formulate a statistical question, design and implement a plan to collect data, analyze the data by measures and graphs, and interpret the data in the context of the original question. Teachers can navigate the STEW lessons by grade level and statistical topic.
May 8, 2007 webinar resented by Bill Notz, The Ohio State University, and hosed by Jackie Miller, The Ohio State University. In this webinar Bill Notz, the Editor of the Journal of Statistics Education (JSE), discusses all aspects of the journal. He outlines the mission and history of the JSE, describes the various departments of the journal, explains what you can find at the journal's web site, indicates the types of manuscripts the journal seeks to publish, and mentions possible future directions.
June 12, 2007 webinar presented by Rob Carver, Stonehill College, and hosted by Jackie Miller, The Ohio Sate University. We've probably all observed that some of our students become positively irritated with the uncertainty that remains after solving a problem of statistical inference. This webinar reports on a continuing empirical investigation of the relationship between Ambiguity Tolerance (AT) and students' facility in developing the skills of inferential reasoning. This research uses some validated measures of AT and of statistical thinking to focus on ambiguity tolerance as an explanatory or moderating factor in learning to apply the techniques of inference.