Changing the Teaching of Statistics

Stuart, Michael E.

doi:10.2307/2348615

Cited by 23 publications

(20 citation statements)

References 5 publications

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“…Changing the perceptions that students have towards statistics might be a way to reduce anxiety and negative predispositions. Teaching tools are in that case beneficial, as abstract concepts used in statistics such as sampling can be taught with concrete manipulations (Stuart, 1995). Similar conclusions were drawn by the Guidelines for Assessment and Instruction in Statistics Education's College Report (Aliaga et al, 2005).…”

Section: Introductionsupporting

confidence: 58%

“…This can be related to the expectations of the students towards the class material and their own abilities. It can also be related to inefficient teaching approaches (Vaughn, 2009), which are often geared for mathematically inclined students (Stuart, 1995). Changing the perceptions that students have towards statistics might be a way to reduce anxiety and negative predispositions.…”

Section: Introductionmentioning

confidence: 99%

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ivote: A simple system to conduct polls and quiz in class settings

Groulx¹,

Cousineau²

2017

TQMP

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Teaching tools are necessary to promote learning and encourage the understanding of course content. Among those tools, televoting is one by which students can answer anonymously on a question presented by an instructor. Here, we present ivote, a small application that can be used to that end. ivote is free and does not require registration from the professor nor the students, and does not present advertisements. This software can be used in conjunction with PowerPoint with minimal programming; the votes can also be easily exported to SPSS, Excel, Mathematica or R. Students can express their vote as long as they have an internet access either by entering a URL or by scanning a QR code.

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Section: Introductionsupporting

confidence: 58%

Section: Introductionmentioning

confidence: 99%

ivote: A simple system to conduct polls and quiz in class settings

Groulx¹,

Cousineau²

2017

TQMP

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show abstract

“…. Stuart (1995) advocates a new approach for its teaching that promotes a 'properly statistical thinking style', that is, one not governed by mathematical considerations. This view is supported by Weldon (1999a, b), who suggest spending more time and effort on information retrieval from data than on technical proofmaking, that is, a drift from a formula-dependent to a concept-dependent subject.…”

Section: F M Aparicio Acostamentioning

confidence: 99%

Hints for the improvement of quality teaching in introductory engineering statistics courses

Acosta¹

2000

European Journal of Engineering Education

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In recent years there has been a spectacular increase in concern within society about problems of service and, in particular, that of university teaching. Teaching quality can be understood as a goal to be achieved in three nurtured phases: course planning; the adoption of a methodological approach; and the evaluation of the results. The teaching of statistics in engineering schools raises common problems as well as certain others speci c to each quali cation. In this article, proposals are made about how to improve the quality of teaching of statistics to undergraduate engineering students.

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“…It was from the early to mid 1990s that literature began to emerge which was explicit in advocating the use of the PSA (see, for example, Chatfield 1995 and2002) for the teaching of statistics. Stuart (1995 and2003) discusses the dominance of mathematical thinking in statistics education and suggests the PSA as being a good counter-measure to this. Garfield (1995) and Garfield and BenZvi (2007) summarise educational research views on statistical learning which suggest that teaching statistics through solving problems is considered to improve students' skills, particularly as they interact with real data, see also Cobb (1992) and Cobb and Moore (1997).…”

Section: Learning and Teaching Through Problem Solvingmentioning

confidence: 99%

Teaching, Learning and Assessing Statistical Problem Solving

Marriott

Davies

Gibson

2009

Journal of Statistics Education

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In this paper we report the results from a major UK government-funded project, started in 2005, to review statistics and handling data within the school mathematics curriculum for students up to age 16. As a result of a survey of teachers we developed new teaching materials that explicitly use a problem-solving approach for the teaching and learning of statistics through real contexts. We also report the development of a corresponding assessment regime and how this works in the classroom.Controversially, in September 2006 the UK government announced that coursework was to be dropped for mathematics exams sat by 16-year-olds. A consequence of this decision is that areas of the curriculum previously only assessed via this method will no longer be assessed. These include the stages of design, collection of data, analysis and reporting which are essential components of a statistical investigation. The mechanism outlined here could provide some new and useful ways of coupling new teaching methods with learning and doing assessment -in short, they could go some way towards making up for the educational loss of not doing coursework. Also, our findings have implications for teaching, learning and assessing statistics for students of the subject at all ages.

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Changing the Teaching of Statistics

Cited by 23 publications

References 5 publications

ivote: A simple system to conduct polls and quiz in class settings

ivote: A simple system to conduct polls and quiz in class settings

Hints for the improvement of quality teaching in introductory engineering statistics courses

Teaching, Learning and Assessing Statistical Problem Solving

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