ELEMENTS IN STATISTICAL CONCEPTS
ARTICLE 1 A FRAMEWORK FOR CHARACTERIZING CHILDRE'S STATISTICAL THINKING
Ulasan
Teaching experiments (Cobb, 1999) are needed to evaluate the viability of using the framework for informing instruction in regular classroom situations, that is, to assess the ease and effectiveness with which classroom teachers can use the statistical thinking framework to enhance student learning in data handling. Such research would also provide further opportunities for fine-tuning the framework and for tracing students’ statistical thinking across levels. In essence, further research is needed to continue the iterative process of framework building so that it will be more effectivefor supporting instructional programs that build on students’ prior knowledge,
foster their thinking, and monitor their understanding.
ARTICLE 2 HOW STUDENTS LEARN STATISTICS
Ulasan
Research in the areas of psychology, statistical education, and mathematics education is reviewed and the results applied to the teaching of college-level statistics courses. The argument is made that statistics educators need to determine what it is they really want students to learn, to modify their teaching according to suggestions from the research literature, and to use assessment to determine if their teaching is effective and if students are developing statistical understanding and competence ARTICLE 3 BASIC STATISTICAL CONCEPTS
Ulasan
Data sampling is used to learn more about people such as consumers, events such as consumer spending, and information such as how much a consumer spends. In other words, data sampling is the acquisition of recorded numbers, information, facts or events in the form of a data set or multiple data sets. This data set is the data sample that is used in obtaining statistical answers for questions. Data can be collected in a number of ways, one of which is the sample method.ARTICLE 4 THE LANGUAGE OF CONDITIONAL PROBABILITY
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A teacher should consider students’ vocabulary as part of this body of preexisting understandings. Introducing conditional probability in familiar language rather than the traditional statistical terms can be a way of linking new ideas to existing knowledge, especially when the familiar language emphasizes a visual representation of the conditional events in the context of set theory. The set-theory phrasing can be used with traditional statistics texts or with a variety of elegant and useful teaching methods that have been proposed for demystifying conditional probabilitiesARTICLE 5 TRAINING TEACHERS TO DEVELOP STATISTICAL THINKING
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Teachers as part of their content knowledge must learn to play the game of statistics in empirical enquiry and build keu statistical concepts related to thinking, reasoning.
Teachers as part of their content knowledge must learn to play the game of statistics in empirical enquiry and build keu statistical concepts related to thinking, reasoning.
