scholarly journals The COVID-19 epidemic in Brazil: how statistics education may contribute to unravel the reality behind the charts

Author(s):  
Alexandre Sousa da Silva ◽  
Maria Tereza Serrano Barbosa ◽  
Luciane de Souza Velasque ◽  
Davi da Silveira Barroso Alves ◽  
Marcos Nascimento Magalhães
Keyword(s):  
2004 ◽  
Vol 4 (3) ◽  
pp. 58-58
Author(s):  
Flavia Jolliffe ◽  
Iddo Gal

2021 ◽  
Vol 43 (S1) ◽  
Author(s):  
Matthias Gehrke ◽  
Tanja Kistler ◽  
Karsten Lübke ◽  
Norman Markgraf ◽  
Bianca Krol ◽  
...  
Keyword(s):  

2011 ◽  
Vol 13 (1-2) ◽  
pp. 5-26 ◽  
Author(s):  
Arthur Bakker ◽  
Jan Derry
Keyword(s):  

Author(s):  
Marianne van Dijke-Droogers ◽  
Paul Drijvers ◽  
Arthur Bakker

AbstractDigital technology is indispensable for doing and learning statistics. When technology is used in mathematics education, the learning of concepts and the development of techniques for using a digital tool are known to intertwine. So far, this intertwinement of techniques and conceptual understanding, known as instrumental genesis, has received little attention in research on technology-supported statistics education. This study focuses on instrumental genesis for statistical modeling, investigating students’ modeling processes in a digital environment called TinkerPlots. In particular, we analyzed how emerging techniques and conceptual understanding intertwined in the instrumentation schemes that 28 students (aged 14–15) develop. We identified six common instrumentation schemes and observed a two-directional intertwining of emerging techniques and conceptual understanding. Techniques for using TinkerPlots helped students to reveal context-independent patterns that fostered a conceptual shift from a model of to a model for. Vice versa, students’ conceptual understanding led to the exploration of more sophisticated digital techniques. We recommend researchers, educators, designers, and teachers involved in statistics education using digital technology to attentively consider this two-directional intertwined relationship.


2019 ◽  
Vol 18 (1) ◽  
pp. 46-62
Author(s):  
NOELLE M. CROOKS ◽  
ANNA N. BARTEL ◽  
MARTHA W. ALIBALI

In recent years, there have been calls for researchers to report and interpret confidence intervals (CIs) rather than relying solely on p-values. Such reforms, however, may be hindered by a general lack of understanding of CIs and how to interpret them. In this study, we assessed conceptual knowledge of CIs in undergraduate and graduate psychology students. CIs were difficult and prone to misconceptions for both groups. Connecting CIs to estimation and sample mean concepts was associated with greater conceptual knowledge of CIs. Connecting CIs to null hypothesis  significance testing, however, was not associated with conceptual knowledge of CIs. It may therefore be beneficial to focus on estimation and sample mean concepts in instruction about CIs. First published May 2019 at Statistics Education Research Journal Archives


2014 ◽  
Vol 13 (1) ◽  
pp. 5-6
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ

First published May 2014 at Statistics Education Research Journal Archives


2013 ◽  
Vol 12 (2) ◽  
pp. 84-87
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ

Forthcoming IASE Conferences First published November 2013 at Statistics Education Research Journal Archives


2014 ◽  
Vol 13 (1) ◽  
pp. 77-79
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ

Forthcoming IASE Conferences First published May 2014 at Statistics Education Research Journal Archives


2014 ◽  
Vol 13 (1) ◽  
pp. 53-65 ◽  
Author(s):  
ROBYN REABURN

This study aimed to gain knowledge of students’ beliefs and difficulties in understanding p-values, and to use this knowledge to develop improved teaching programs. This study took place over four consecutive teaching semesters of a one-semester tertiary statistics unit. The study was cyclical, in that the results of each semester were used to inform the instructional design for the following semester. Over the semesters, the following instructional techniques were introduced: computer simulation, the introduction of hypothetical probabilistic reasoning using a familiar context, and the use of alternative representations. The students were also encouraged to write about their work. As the interventions progressed, a higher proportion of students successfully defined and used p-values in Null Hypothesis Testing procedures. First published May 2014 at Statistics Education Research Journal Archives


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