Browsing by Subject "statistics"
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Item Analyzing Two-Dimensional Gel Images(Taylor and Francis Online, 2012-09-20) Roy, Anindya; Seillier-Moiseiwitsch, Françoise; Lee, Kwan R.; Hang, Yarning; Marten, Mark; Raman, BabuItem Characteristics of teachers' conversations about teaching mean, median, and mode(2009) Groth, Randall E.The study analyzed a conversation among a group of teachers responsible for teaching the concepts of mean, median, and mode. After reading an article describing some specific student difficulties in learning the concepts, teachers were asked to discuss how the teaching of the concepts could be improved. Several claims pertinent to improving teaching practice were offered. Claims focused on the appropriate age at which to introduce statistical concepts, the influence of the state-prescribed curriculum on teaching practice, content-specific teaching strategies, and content-independent teaching strategies. Teachers’ claims were discussed in terms of points of departure and agreement with existing empirical research.Item High school students’ levels of thinking in regard to statistical study design(2003) Groth, Randall E.The study describes levels of thinking in regard to the design of statistical studies. Clinical interviews were conducted with 15 students. Each student was enrolled in high school or was a recent graduate. The students interviewed represented a range of mathematical backgrounds. During the clinical interview sessions, students were asked how they would go about designing studies to answer several different quantifiable questions. Several levels of sophistication were identified in their responses. The levels of sophistication in response are discussed in terms of the Biggs and Collis (1982, 1991) cognitive model.Item An investigation of statistical thinking in two different contexts: Detecting a signal in a noisy process and determining a typical value(2005) Groth, Randall E.The study describes students’ patterns thinking for statistical problems set in two different contexts. Fifteen students representing a wide range of experiences with high school mathematics participated in problem-solving clinical interview sessions. At one point during the interviews, each solved a problem that involved determining the typical value within a set of incomes. At another point, they solved a problem set in a signal-versus-noise context (Konold & Pollatsek, 2002). Several patterns of thinking emerged in the responses to each task. In responding to the two tasks, some students attempted to incorporate formal measures, while others used informal estimating strategies. The different types of thinking employed in using formal measures and informal estimates are described. The types of thinking exhibited in the signal-versus-noise context are then compared against those in the typical value context. Students displayed varying amounts of attention to both data and context in formulating responses to both problems. Suggestions for teachers in regard to helping students attend to both data and context when analyzing statistical data are given.