A New Way of Teaching Statistics

1995 ◽  
Vol 24 (2) ◽  
pp. 181-187 ◽  
Author(s):  
Xenia Coulter

Teaching statistics through computer-assisted simulations eliminates the constraints and challenges associated with teaching the course using mathematics. It also provides students with a practical means for solving real-life problems and a solid conceptual grasp of the problem-solving nature of the discipline. A text that deemphasizes mathematics and introduces simulation as a means of understanding concepts, along with software designed for computer-intensive statistical methods and a workbook of journal article selections provide the foundation materials for such a study of statistics. A special course guide also was developed to provide a clear introduction to the software for naive users, show how the software and the text are related, and connect the simulation techniques to standard statistical tests. Altogether these materials not only provide a positive experience for students studying statistics, but they allow them to study the subject independently and at a distance.

2019 ◽  
Vol 1 (1) ◽  
pp. 177-183
Author(s):  
Jan Guncaga ◽  
Lilla Korenova ◽  
Jozef Hvorecky

AbstractLearning is a complex phenomenon. Contemporary theories of education underline active participation of learners in their learning processes. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their ability of “learning to learn”. This ability belongs to the soft skills highly valued by employers today.For Mathematics Education, it means that teachers have to go beyond making calculations and memorizing formulas. We have to teach the subject in its social context. When the students start understanding the relationship between real-life problems and the role of numbers and formulas for their solutions, their learning becomes a part of their tacit knowledge. Below we explain the theoretical background of our approach and provide examples of such activities.


Author(s):  
Mahmoud Hawamdeh ◽  
Idris Adamu

This chapter discuss how Problem-Based learning (PBL) helps to achieve this century's approach to teaching and learning for students in higher educational institutions. If adopted, this method of teaching will enable student to attain learning skills (skills, abilities, problem solving, and learning dispositions that have been identified) to acquire a lifelong habit of approaching problems with initiative and diligence and a drive to acquire the knowledge and skills needed for an effective resolution. And they will develop a systematic approach to solving real-life problems using higher-order skills.


Author(s):  
Jeffrey Kovac

Just as in chemistry, the best way to learn ethical problem solving is to confront context-rich, real-life problems (Jonsen and Toulmin 1988; Davis 1999, 143–175). The broad variety of ethical problems, or cases, presented here are hypothetical situations, but represent the kinds of problems working chemists and students face. Cases raising similar ethical questions are grouped together. To reach a diverse audience, I sometimes write several variations of the same situation. For example, a question might be posed from the perspective of the graduate student in one version and from the perspective of the research di­rector in another. For important issues I provide cases that are accessible to undergraduates who have very little research experience, usually in the context of laboratory courses. For advanced undergraduates, some cases involve undergraduate research projects. Most of the cases involve situations encountered in graduate research in universities, but some also concern industrial chemistry. Finally, a few cases present ethical problems that arise in cooperative learning, a pedagogical technique that is becoming increasingly important in undergraduate education. Each case, or related set of cases, is followed by a commentary that outlines the important issues and discusses possible solutions. Some of the commentaries are quite extensive and actually present and defend my preferred course of action; others are brief and merely raise questions that should be considered in designing a solution. The commentaries model the ethical problem-solving method presented in Chapter 6. As I have emphasized repeatedly, most ethical problems do not have clean solutions. While some courses of action are clearly wrong, there may be several morally acceptable and defensible ways to proceed. Consequently, readers might disagree with my proposed solutions for good reasons. For example, if I use a consequentialist approach, my assessment of the relative positive and negative weights of the consequences might be challenged, or I simply might have forgotten to consider some factor. Where I have made a definite recommendation, I give the reasons for my choice and contrast it with other alternatives.


2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Klaus Solberg Søilen

JISIB here presents six new articles. As in the first issue these contributions come from scholars all over the world; from Africa, North America, Asia and Europe. We are very pleased about the diversity of these contributions, also with the fact that we have a good number of female authors. The subject they all have in common is problems related to how private organizations work with information to gain a competitive advantage. More precisely they are occupied with a particular kind of information, the need-to-know, or intelligence. Some of the articles are, as before, more technical, others more qualitative. They are all focused on management practices, that is, solving real life problems. As more technology is being implemented in our corporations, the ability to understand and use new applications distinguishes the skilled from the unskilled, be it in the IT department, the marketing department, in accounting and finance or in human resource management department, where most of those working with intelligence tasks are found.For the first time the journal has opened an opinion section, allowing for contribution which does not fit the format of empirical studies, but offer critical perspectives on the subject studied in this journal. We believe these are important contributions. A discipline should always question what it is doing and it must be able to welcome other methodologies, be it from Critical theory, Post modernism or the Historical school.It is with great interest that we have noticed the attention paid to Open Access journals recently, in particular by an editorial in the newspaper the Economist and by the decision at Harvard University to demand that all research from the institution be published in this format. Right now many other universities are thinking about demanding the same thing from their researchers. This will give Open Access journals a great boost in the time to come. We welcome this development.The journal works in symbioses with a number of conferences. It relies heavily on the contributions of scientific papers presented at these conferences, in particular for these first issues. Among these we would in particular like to mention the more scholarly conferences, like VSST, ECIS, ICTICTI and SIIE. In the near future we also hope to receive contributions from INOSA and ECKM. We also receive support from members in the more professional conferences related to Intelligence Studies like ICI and SCIP. We are most grateful to the organizers and contributors at all of these conferences.As always, we would first of all like to thank the authors for this issue.


1973 ◽  
Vol 66 (7) ◽  
pp. 599-603
Author(s):  
David Moursund

The instructional use of computers in the secondary schools is growing rapidly, One can divide instructional uses of Computers into two categories—those that require student knowledge of computer programming and those that do not. In the latter category, one typically finds com-puter-managed instruction, various forms of computer-assisted instruction (such as drill and practice, tutorial, and gaming and simulation), and use of canned programs to do the computations involved in solving particular problems. Computer programming, on the other hand, is a fundamental tool in general problem solving. That is, the computer is an essential tool to many people who attempt to apply mathematics to “real life” problems. Thus it is natural that computing should come into the mathematics classroom, and that mathematics teachers should get involved in the teaching of computer programming.


2019 ◽  
Vol 10 (2) ◽  
pp. 215-228 ◽  
Author(s):  
Maureen Siew Fang Chong ◽  
Masitah Shahrill ◽  
Hui-Chuan Li

A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the RECCE-MODEL emphasised understanding and thinking with a view on mathematics embedded in real-life. The RECCE which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students’ problem-solving competencies in mathematics lessons. It also explores students’ cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students’ developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link (MODEL). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students’ questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students’ affective competencies that corresponded to a 19-item instrument within the questionnaire.  The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The RECCE-MODEL framework paved the way towards understanding the relationships between effective pedagogical approaches and students’ learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.


2018 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Anggita Nova ◽  
Ernawati Saptaningrum ◽  
Joko Siswanto

This research is motivated student of low ability in problem solving because students simply fixated on theory so difficult applied to real life. In learning physics concerning materials that occur naturally in the environment is not just a theory but delivered only link between the material being taught and the students in  real-world situations. Therefore need a solution in the form of innovation to improve students problem-solving skills. This study aims to determine the effect of techniques probing-prompting for problem-solving skills in learning physics class X SMA N 1 Juwana academic year 2014/2015 on the subject the Law of Archimedes. This study uses a pre-experimental research design with pretest-posttest form only control group design. Samples were taken by purposive sampling that is in class X Mia 2 as a single experimental class. Analysis of the initial data including normality test, while the final data analysis including normality test, hypothesis testing, gain test, and test indicators of problem-solving skills. After analysis it was found that the experimental class are normally distributed. The results of calculations based on the t test analysis obtained by value   tcount > t table that is 15.722 > 2.68 with a significance level of 5% with db = 36. Because tcount > t table then H0 is rejected and Ha is accept. From the results of t test analysis can be concluded that there are significant administration-prompting probing techniques for problem-solving skills in learning physics class X Semester 2 SMA N 1 Juwana on the subject of the law of Archimedes.


Author(s):  
Meltem Oksuz Karagoz ◽  
Hazan Buyukakmanlar

This small-scale action research reports on a design and implementation of a ‘Talking Cells’ project which aims to teach students the subject of “Cell” through an integrated STEAM approach. For this project, the school’s ICT teacher, science teacher and educational technology specialist worked collaboratively to design a series of activities that provided a context for children to solve real-life problems. In total 3 teachers from different subject fields worked as a team on this project with 51 sixth grade students. The students experimented with the ideas by designing solutions for real-life problems that were given to them. The students transformed organelles from cells into objects by using different materials and programming these using digital tools and electronics. The study which took place during lessons totaling 400 minutes, allowed students to experiment with STEAM concepts and skills. The study found that learning through solving real-life problems using programming and STEAM skills had a significant effect on students’ performance.


Symmetry ◽  
2019 ◽  
Vol 11 (9) ◽  
pp. 1123
Author(s):  
Iantovics ◽  
Kountchev ◽  
Crișan

In this research, we define a specific type of performance of the intelligent agent-based systems (IABSs) in terms of a difficult problem-solving intelligence measure. Many studies present the successful application of intelligent cooperative multiagent systems (ICMASs) for efficient, flexible and robust solving of difficult real-life problems. Based on a comprehensive study of the scientific literature, we conclude that there is no unanimous view in the scientific literature on machine intelligence, or on what an intelligence metric must measure. Metrics presented in the scientific literature are based on diverse paradigms. In our approach, we assume that the measurement of intelligence is based on the ability to solve difficult problems. In our opinion, the measurement of intelligence in this context is important, as it allows the differentiation between ICMASs based on the degree of intelligence in problem-solving. The recent OutIntSys method presented in the scientific literature can identify systems with outlier high and outlier low intelligence from a set of studied ICMASs. In this paper, a novel universal method called ExtrIntDetect, defined on the basis of a specific series of computing processes and analyses, is proposed for the detection of the ICMASs with statistical outlier low and high problem-solving intelligence from a given set of studied ICMASs. ExtrIntDetect eliminates the disadvantage of the OutIntSys method with respect to its limited robustness. The recent symmetric MetrIntSimil metric presented in the literature is capable of measuring and comparing the intelligence of large numbers of ICMASs and based on their respective problem-solving intelligences in order to classify them into intelligence classes. Systems whose intelligence does not statistically differ are classified as belonging to the same class of intelligent systems. Systems classified in the same intelligence class are therefore able to solve difficult problems using similar levels of intelligence. One disadvantage of the symmetric MetrIntSimil lies in the fact that it is not able to detect outlier intelligence. Based on this fact, the ExtrIntDetect method could be used as an extension of the MetrIntSimil metric. To validate and evaluate the ExtrIntDetect method, an experimental evaluation study on six ICMASs is presented and discussed.


2007 ◽  
Vol 13 (3) ◽  
pp. 164-167
Author(s):  
Germaine L. Taggart ◽  
Paul E. Adams ◽  
Ervin Eltze ◽  
John Heinrichs ◽  
James Hohman ◽  
...  

How middle school students view mathematics is a function of what they learn and how they learn it. Evidence from actual classrooms shows that a serious disconnection sometimes occurs between what students think mathematics can deliver and the real world (Burrill 1997). Students must have the opportunity to discover multiple ways to solve real-life problems through problem solving, using estimation and conjecture, and developing critical communication skills in the classroom.


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