Problems and Possibilities with Teaching Introductory Statistics to Social Scientists

Kalton, Graham

doi:10.1080/0020739730040102

Cited by 7 publications

(1 citation statement)

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“…The literature is replete with comments about students who never attain a reasonable grasp of the most basic concepts, and who don't have the knowledge that allows them to implement what they have studied. Many of the acquired concepts remain abstract and unrelated to relevant, practical application (cf., Coleman, 1999;Drew, 1997;Broers & Imbos, 2005;Garfield & Ahlgren, 1988;Herman, Notzer, Libman, Braunstein, & Steinberg, 2007;Jolliffe, 1976;Kalton, 1973;Shaughnessy, 1992;Singer & Willett, 1990). Traditional methods of statistics teaching have come under serious criticism because of their failure to help students achieve sufficient in-depth understanding of concepts and principles so as to be able to use them in new situations.…”

Section: Discussionmentioning

confidence: 99%

Integrating Real-Life Data Analysis in Teaching Descriptive Statistics: A Constructivist Approach

Libman

2010

Journal of Statistics Education

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This article looks at a process of integrating real-life data investigation in a course on descriptive statistics. Referring to constructivist perspectives, this article suggests a look at the potential of inculcating alternative teaching methods that encourage students to take a more active role in their own learning and participate in the process of assessing what they have learned. The article illustrates how this teaching method enabled students to realize that imparting meaning to sets of data is a complex activity which involves conceptual flexibility, integration of all the procedures that one has learned, and creative reasoning.

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