Teaching Statistical Concepts

Hawkins, Anne Hunsaker; Jolliffe, Flavia; Glickman, Leslie B.

doi:10.4324/9781315845517

Cited by 17 publications

(16 citation statements)

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“…Hal yang terakhir, siswa juga sering melakukan kesalahan dalam menyelesaikan masalah peluang disebabkan mereka tidak memahami istilah atau bahasa yang di gunakan, atau istilah dan bahasa yang digunakan sukar difahami oleh siswa (Hawkins et al, 1992). Sebagai contoh, siswa yang tidak dapat memahami istilah peristiwa dalam topik peluang, akan mencoba menterjemahkan peristiwa itu sebagai kejadian, sedangkan dalam topik peluang peristiwa itu merupakan keadaan yang harus memenuhi syarat-syarat tertentu.…”

Section: Selainunclassified

“…Dengan kata lain hal ini terjadi sehubungan dengan kesalahan dalam perhitungan peluang oleh kegagalan memahami konsep dasar serta kurangnya strategi pembelajaran metakognitif (Castro ,1998) . Berdasarkan jawaban yang diberikan oleh kedua responden di atas, di dapati keduanya mengalami kesulitan atau masalah dalam menyelesaikan soal ini disebabkan mereka tidak memahami istilah atau bahasa yang di gunakan dalam soal tersebut (Hawkins et al, 1992). Hal ini biasa terjadi karena mereka tidak banyak mengetahui tentang istilahistilah yang ada dalam pokok bahasan peluang seperti unsur, peristiwa dan lainnya.…”

Section: Penguasaan Konsep Dasarunclassified

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Pemahaman Siswa Pada Pokok Bahasan Peluang: Studi Kasus Di Satu Sekolah Menengah Di Johor Bahru, Malaysia

Aisyah¹,

Sumintono²,

Ismail³

2014

JPMIPA

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ABSTRAKMatematika merupakan salah satu mata pelajaran yang menantang pemahaman siswa; pokok bahasan peluang dalam topik statistik merupakan hal yang bermanfaat dan mempunyai aplikasi ke berbagai disiplin ilmu. Namun, pokok bahasan ini termasuk yang kurang dipahami oleh siswa. Penelitian ini bertujuan untuk mengkaji pemahaman siswa dalam menyelesaikan masalah peluang (probabilitas) dan untuk mengetahui masalah yang dihadapi oleh siswa dalam menyelesaikan masalah peluang. Untuk tujuan tersebut, satu studi kualitatif dengan pendekatan studi kasus telah dilakukan dengan jumlah sampel secara purposif sebanyak delapan orang pada siswa kelas sepuluh di sekolah menengah negeri di daerah Johor Bahru, Malaysia. Data penelitian pada tahap awal didapat dengan memberikan ujian diagnostik kepada sampel, kemudian empat orang diantaranya dipilih untuk di wawancara secara mendalam mengenai jawaban yang diberikan. Wawancara difokuskan kepada pola pemahaman siswa dalam menyelesaikan masalah peluang dan masalah yang di hadapi oleh mereka dalam menyelesaikan masalah peluang tersebut. Data kualitatif kemudian dianalisis menggunakan kaedah analisis tematik. Hasil studi mendapati beberapa tema dan pola yang menjelaskan tentang pemahaman siswa dalam menyelesaikan masalah peluang yaitu miskonsepsi, penguasaan konsep yang lemah dan tidak memahami kalimat dan istilah. Kata kunci: miskonsepsi siswa, pendidikan matematika, pembelajaran peluang, sekolah menengah Malaysia ABSTRACTMathematics is one the challenging subject to students" understanding, and probability concepts in statistics is one of the concept that used in many disciplines. However, this topic is one that not comprehensively understood by students. This study purpose is to seek students understanding about probability topic and to know problem that students" face when solving prability problems. A qualitative study that employed case study design has been coducted with sampling of eight of year 10 students selected purposively in one public secondary school in Johor Bahru, Malaysia. First stage of data collection came from diagnostic tests to students; then four of the students are chosen to be interviewed. Data from interviews and diagnostic test analyse with thematics method. The study found that students have misconception to probability concept, they have poor understanding and cannot understand terms used.

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Section: Penguasaan Konsep Dasarunclassified

Pemahaman Siswa Pada Pokok Bahasan Peluang: Studi Kasus Di Satu Sekolah Menengah Di Johor Bahru, Malaysia

Aisyah¹,

Sumintono²,

Ismail³

2014

JPMIPA

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“…The workshop and related interactive, hands‐on, and cooperative learning paradigms have been, and continue to be, strongly endorsed and generally shown to be effective in statistical education efforts . The workshops in our course were built around a mix of continuous and categorical datasets taken from our professional experiences , internal and external scientific literature, textbooks , and the mass media (e.g., Consumer Reports ).…”

Section: Workhopsmentioning

confidence: 99%

A course in constructing effective displays of data for pharmaceutical research personnel

Bradstreet

Nessly²,

Short

2013

Pharmaceutical Statistics

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Interpreting data and communicating effectively through graphs and tables are requisite skills for statisticians and non-statisticians in the pharmaceutical industry. However, the quality of visual displays of data in the medical and pharmaceutical literature and at scientific conferences is severely lacking. We describe an interactive, workshop-driven, 2-day short course that we constructed for pharmaceutical research personnel to learn these skills. The examples in the course and the workshop datasets source from our professional experiences, the scientific literature, and the mass media. During the course, the participants are exposed to and gain hands-on experience with the principles of visual and graphical perception, design, and construction of both graphic and tabular displays of quantitative and qualitative information. After completing the course, with a critical eye, the participants are able to construct, revise, critique, and interpret graphic and tabular displays according to an extensive set of guidelines.

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“…Huff (1971, apud Hawkins;Jolliffe;Glickman, 1992) No entanto, enfatizando a relação entre probabilidade condicionada e independência, há autores que recomendam a introdução do tópico de independência como um caso especial de probabilidade condicionada Garfield, 1991;Tarr, 1997), na medida em que esta abordagem será mais intuitiva para os alunos (Kelly;Zwiers, 1988;Shaughnessy, 1992) e porque o ensino simultâneo dos dois conceitos permite, por um lado, o estabelecimento de conexões entre eles e, por outro lado, favorece a diferenciação entre os dois tópicos (Tarr, 1997).…”

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Intuições de alunos do 9º. Ano em acontecimentos independentes

Correia¹,

Fernandes²

2014

Zetetike

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Resumo: Neste artigoapresentam-se alguns resultados de um estudo centrado nas ideias intuitivas de independência de alunos do 9º ano de escolaridade. Participaram no estudo 310 alunos, do 9º ano, a quem foi aplicado um questionário com várias questões sobre probabilidade condicionada e independência, sendo aqui apenas exploradas as duas que envolvem independência. Em termos de resultados, salienta-se que as resoluções dos alunos revelam que estes possuem ideias intuitivas sobre o conceito de independência nos contextos estudados. Palavras-chave: Independência.Reposição de objetos.Alunos do 9º ano. Intuitions of 9th grade pupils about independent eventsAbstract: This paper aims at describing some results of a study about intuitive ideas of independence of pupils attending the 9th grade. In the study participated 310 pupils of the 9th grade, who answered a questionnaire with several tasks on conditional probability and independence. In this paper we explore just the two tasks that involve independence. In general, the results show that students have intuitive ideas about the concept of independence in the contexts studied.

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Teaching Statistical Concepts

Cited by 17 publications

References 0 publications

Pemahaman Siswa Pada Pokok Bahasan Peluang: Studi Kasus Di Satu Sekolah Menengah Di Johor Bahru, Malaysia

Pemahaman Siswa Pada Pokok Bahasan Peluang: Studi Kasus Di Satu Sekolah Menengah Di Johor Bahru, Malaysia

A course in constructing effective displays of data for pharmaceutical research personnel

Intuições de alunos do 9º. Ano em acontecimentos independentes

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