scholarly journals COMPUTATIONAL MODELLING AND CHILDREN’S EXPRESSIONS OF SIGNAL AND NOISE

2017 ◽  
Vol 16 (2) ◽  
pp. 15-37
Author(s):  
JANET AINLEY ◽  
DAVE PRATT
Keyword(s):  
Education Research ◽  
Young Children ◽  
Exploratory Study ◽  
Computational Models ◽  
Statistics Education ◽  
Computational Modelling ◽  
Software Tools ◽  
Clinical Interviews ◽  
Research Journal ◽  
Recent Developments

Previous research has demonstrated how young children can identify the signal in data. In this exploratory study we considered how they might also express meanings for noise when creating computational models using recent developments in software tools. We conducted extended clinical interviews with four groups of 11-year-olds and analysed the videos of the children’s activity through a process of progressive focusing. In this paper we explain the design of our tasks and report how the children’s expressions for noise, supported by the need to communicate with the software, developed from specific values to verbal expressions of uncertainty such as ‘around’, to offering ranges of values. We consider the opportunities and constraints of such an approach, which we call ‘purposeful computational modelling’. First published November 2017 at Statistics Education Research Journal Archives

scholarly journals PERSONAL EPISTEMOLOGIES OF STATISTICIANS IN ACADEMIA: AN EXPLORATORY STUDY

2017 ◽  
Vol 16 (2) ◽  
pp. 335-361
Author(s):  
AUREL H. DIAMOND ◽  
ANDREAS J. STYLIANIDES
Keyword(s):  
Education Research ◽  
Exploratory Study ◽  
Statistics Education ◽  
Integrated Model ◽  
Domain Specificity ◽  
Structured Interviews ◽  
Research Journal ◽  
Personal Epistemologies ◽  
The Uk ◽  
Insight Into

In this exploratory study, we investigated the personal epistemologies of statisticians in academia with the aim of offering some insight into what might be an availing epistemology for learning statistics. Findings from in-depth, semi-structured interviews with six academics in the UK currently researching within the field of statistics showed that their statistical personal epistemologies were consistent with constructivist theories of learning. Based on these findings, we proposed an integrated model to represent participants’ beliefs about knowledge and knowing in statistics. Furthermore, we found differences between participants’ mathematical and statistical personal epistemologies, and we offered an argument for domain-specificity of personal epistemologies. The implications of our findings for research in statistics education and statistical misconceptions are discussed. First published November 2017 at Statistics Education Research Journal Archives

Statistics Education Research Journal

2004 ◽  
Vol 4 (3) ◽  
pp. 58-58
Author(s):  
Flavia Jolliffe ◽  
Iddo Gal
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

Editorial and Front Matter

2014 ◽  
Vol 13 (1) ◽  
pp. 5-6
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

First published May 2014 at Statistics Education Research Journal Archives

FORTHCOMING IASE CONFERENCES

2013 ◽  
Vol 12 (2) ◽  
pp. 84-87
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

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

FORTHCOMING IASE CONFERENCES

2014 ◽  
Vol 13 (1) ◽  
pp. 77-79
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

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

scholarly journals STATISTICAL LITERACY AS THE EARTH MOVES

2017 ◽  
Vol 16 (1) ◽  
pp. 31-37
Author(s):  
CHRIS J. WILD
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Human Interaction ◽  
Data Display ◽  
Statistical Literacy ◽  
Bob Dylan ◽  
Research Journal ◽  
The Earth ◽  
The Times ◽  
Seismic Forces

“The Times They Are a-Changin’” says the old Bob Dylan song. But it is not just the times that are a-changin’. For statistical literacy, the very earth is moving under our feet (apologies to Carole King). The seismic forces are (i) new forms of communication and discourse and (ii) new forms of data, data display and human interaction with data. These upheavals in the worlds of communication and data are ongoing. If anything, the pace of change is accelerating. And with it, what it means to be statistically literate is also changing. So how can we tell what is important? We will air some enduring themes and guiding principles. First published May 2017 at Statistics Education Research Journal Archives

MORE THAN JUST NUMBERS: CHALLENGES FOR PROFESSIONAL STATISTICIANS

2017 ◽  
Vol 16 (2) ◽  
pp. 362-375
Author(s):  
CLAIRE CAMERON ◽  
ELLA IOSUA ◽  
MATTHEW PARRY ◽  
ROSALINA RICHARDS ◽  
CHRYSTAL JAYE
Keyword(s):  
Education Research ◽  
New Zealand ◽  
Communication Skills ◽  
Statistics Education ◽  
Statistical Literacy ◽  
Workforce Shortage ◽  
Research Journal ◽  
Qualitative Survey ◽  
The People ◽  
The Future

This paper describes a qualitative survey of professional statisticians carried out in New Zealand in 2014. The aim of the study was to find out if the issues this group faced were consistent with those identified in the literature. The issues identified were integrity, legitimacy, isolation, workforce shortage, communication, and marginalisation. They represent points of frustration for statisticians that may impact on the future of the profession as it responds to increasing demands and higher expectations. We found that these issues resonated for many of the statisticians included in our study and we have discussed a number of strategies to address them. They include raising our profile, attracting a broader range of people to the profession, increasing our communication skills, raising the statistical literacy of the people we work with, and a commitment to making it easy to engage with our colleagues. First published November 2017 at Statistics Education Research Journal Archives

SERJ 2019 REFEREES

2019 ◽  
Vol 18 (2) ◽  
pp. 94
Author(s):  
JENNIFER J. KAPLAN
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
The Past ◽  
Statistics Education Research ◽  
Research Journal ◽  
The People

Acknowledgment: We are grateful to the people who acted as referees for the Statistics Education Research Journal in the past year. First published November 2019 at Statistics Education Research Journal Archives  

Editorial and Front Matter

2013 ◽  
Vol 12 (2) ◽  
pp. 2-3
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

First published November 2013 at Statistics Education Research Journal Archives

Editorial and Front Matter

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
JENNIFER. J KAPLAN
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
The Third ◽  
Statistics Education Research ◽  
Research Journal

Welcome to the third issue of SERJ for 2020. First published December 2020 at Statistics Education Research Journal: Archives

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