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1.
Jeffrey A. Witmer 《Teaching Statistics》2016,38(1):4-7
Concept maps are tools for organizing thoughts on the main ideas in a course. I present an example of a concept map that was created through the work of students in an introductory class and discuss major topics in statistics and relationships among them. 相似文献
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Students can struggle to understand and use terms that describe probabilities. Such struggles lead to difficulties comprehending classroom conversations. In this article, we describe some specific misunderstandings a group of students (ages 11–12) held in regard to vocabulary such as certain, likely and unlikely. We discuss our efforts to help the students use such terms appropriately. In particular, we show how engaging students in a game requiring the use of the terms helped them begin to develop their vocabulary more fully. We also explain how a probability ladder visual organizer helped students begin to organize their thinking about the meanings of terms relative to one another. 相似文献
3.
Understanding summary statistics and graphical techniques are building blocks to comprehending concepts beyond basic statistics. Its known that motivated students perform better in school. Using examples that students find engaging allows them to understand the concepts at a deeper level. 相似文献
4.
Rhys C. Jones 《Teaching Statistics》2019,41(1):36-40
The use of statistical investigations as a teaching strategy have been shown to both motivate and engage students. The implementation of a statistical investigation to measure intelligence is described, covering core statistical principles and key elements of research design. 相似文献
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Introducing students to the application of statistics and investigative methods in political science
This exercise introduces students to the application of statistics and its investigative methods in political science. It helps students gain a better understanding and a greater appreciation of statistics through a real world application. 相似文献
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This article describes a hands‐on activity that has been used with students aged 12–18 years to promote the study of Statistics. We believe there is evidence to suggest an increase in student enthusiasm for Statistics at school, within the Mathematics curriculum, but also within other subjects such as Geography. We also believe that the use of such activities has resulted in some students giving more serious thought to studying Statistics at University. The activity described here is supported with a web‐based application to allow younger or less experienced students to engage with the material. 相似文献
7.
There is much debate about the place of probability in an introductory statistics course. While students may or may not use probability distributions in their post‐collegiate lives, they will likely be faced with day‐to‐day decisions that require a probabilistic assessment of risk and reward. This paper describes an innovative way to teach students in an introductory statistics course how to reason about probability and expected value through the board game Camel Up. The in‐class activities described here can be scaled to fit the needs and abilities of the students in a wide range of introductory statistics courses at a variety of levels. 相似文献
8.
Exploration of experimental design and statistical methods using the stick‐on‐the‐wall spaghetti rule 
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下载免费PDF全文 Simone Montangero Francesca Vittone Sally Olderbak Oliver Wilhelm 《Teaching Statistics》2018,40(2):40-45
We present a versatile scenario to introduce students to statistics: the test that spaghetti sticks only if sufficiently done. The statistical analyses can be performed at different levels of complexity and formal correctness, adapting it to the students' age. 相似文献
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Mike Bedwell 《Teaching Statistics》2015,37(3):85-88
This article is based on classroom application of a problem story constructed by Amos Tversky in the 1970s. His intention was to evaluate human beings' intuitions about statistical inference. The problem was revisited by his colleague, the Nobel Prize winner Daniel Kahneman. The aim of this article is to show how popular science textbooks can serve as a source for rich classroom activity, with a little care in the implementation by teachers. Kahneman describes the problem as ‘standard’ and answers using a fixed point number. I describe how I have encouraged my students to challenge the certainty of this assertion by identifying ambiguities that are left unexplained in the story. This way, I claim to stimulate individuals to indeed move towards Thinking, Fast and Slow, the title of Kahneman's book. 相似文献
11.
音乐核心素养的提出,赋予了音乐教育新的价值与意义.识谱知识与能力作为音乐知识与技能的必要组成部分,是学生音乐核心素养形成的有力支持.实际的音乐教学实践中,存在识谱教学方法枯燥低效、识谱教学规划不合理的问题,本文试结合实例提出以上问题的解决策略. 相似文献
12.
Sergio Miranda Freire 《Teaching Statistics》2019,41(1):30-35
The transition from the probability mass function for discrete random variables to the probability density function for continuous random variables is not straightforward, especially to students from the health and social sciences. An R Shiny application was created to assist the learning process of probability density function. 相似文献
13.
Christopher Engledowl 《Teaching Statistics》2019,41(2):42-46
Heat maps have become ubiquitous in the media, yet students are rarely exposed to them and their inherent limitations and potential for misleading consumers. This article makes a case for exposing students to them in statistics instruction at the secondary and tertiary level. 相似文献
14.
This volume is largely about nontraditional data; this paper is about a nontraditional visualization: classification trees. Using trees with data will be new to many students, so rather than beginning with a computer algorithm that produces optimal trees, we suggest that students first construct their own trees, one node at a time, to explore how they work, and how well. This build-it-yourself process is more transparent than using algorithms such as CART; we believe it will help students not only understand the fundamentals of trees, but also better understand tree-building algorithms when they do encounter them. And because classification is an important task in machine learning, a good foundation in trees can prepare students to better understand that emerging and important field. We also describe a free online tool—Arbor—that students can use to do this, and note some implications for instruction. 相似文献
15.
文章提出了在教学过程中,利用案例教学,渗透概率统计学科发展历史,激发学生的学习主动性,培养学生应用知识解决实际问题的能力的教学方法.教学实践过程证明该方法是有效的,适用于数学类和理工科学生. 相似文献
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Eric B. Howington 《Teaching Statistics》2017,39(3):84-87
Few introductory statistics courses consider statistical inference for the median. This article argues in favour of adding a confidence interval for the median to the first statistics course. Several methods suitable for introductory statistics students are identified and briefly reviewed. 相似文献
18.
We argue that the development of statistical literacy is greatly supported by engaging students in carrying out statistical investigations. We describe the use of driving questions and interesting contexts to motivate two statistical investigations. The PPDAC cycle is use as an organizing framework to support the process statistical investigation. 相似文献
19.
Jordi Solbes Jenaro Guisasola Francisco Tarín 《Journal of Science Education and Technology》2009,18(3):265-274
In this work we present the design and assessment of a teaching sequence aimed at introducing the principle of energy conservation
at post-compulsory secondary school level (16–18 year olds). The proposal is based on the result of research into teaching-learning
difficulties and on the analysis of the physics framework. Evidence is shown that this teaching sequence, together with the
methodology used in the classroom, may result in students having a better grasp of the principle of energy conservation. 相似文献
20.
This article explores the use of online survey software to collect data from students during class to efficiently use class time. Several example activities for an introductory statistics classroom are considered. We also discuss utilization of online survey software for other purposes such as collecting assessment information and student preferences related to statistics projects. 相似文献