In theory technology breaks down boundaries and allows us to more easily connect to our students. But in practice despite all of the technology available mathematics instruction is still best given in a “talk and chalk” format. The use of instructional videos, where the student is able to watch handwritten instruction, has become standard. These are great in that they provide asynchronous instruction and allow the student to learn at a time that suits them. What these videos lack is the interactive component that makes face-toface teaching preferable. To overcome this online lectures are conducted using a combination of Zoom, PDF Annotator and a Tablet PC. Students are provided with an experience much closer to that of face-to-face.
“Decision is the central intellectual activity in our everyday lives” and statistics is central to these activities (Longford, 2021, p. xi). The ability to manipulate and interpret data is an important component in decision making. A misunderstanding or poor grasp of data distributions and statistical methods can lead to assumptions that are not accurate. When these inaccurate assumptions are presented as factual to decision makers also possessing little or no statistical knowledge, poor decisions can be made. This paper investigates how an interpretation of statistics played a role the decision to remove multiple-choice questions from invigilated examinations at a regional Australian university. The case is further argued that it is important for everyone to have a basic understanding of statistics.
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