Teaching Of Statistics In Schools Research Articles

The importance of understanding large data, context, conventions and uncertainty in a pandemic

Background: The coronavirus disease 2019 (COVID-19) pandemic has provided rich data displays informing the public about the spread of infection, risks for certain population groups and the effectiveness of vaccines. These data sources offer opportunities for students and teachers to explore and discuss data of high relevance to their lives and their communities.Aim: This article argues that in the teaching of statistics and probability, greater attention needs to be given to understand the three key elements of statistical literacy, namely context, conventions and uncertainty. The article also identifies several key areas linking theory and practice.Setting: This article draws on different data displays using COVID-19-related websites internationally; nationally in Africa and South Africa; and locally in the State of Victoria in Australia.Methods: By investigating and analysing different data displays, the article shows the importance of assisting students to understand context, data conventions, uncertainty and risk–benefit to understand COVID-19 data. The article examines pertinent ‘frontier’ areas in the teaching of probability and statistics.Results: The article identifies important opportunities and challenges for the teaching of statistics in schools and for teacher education, including greater attention to frequentist expressions of probability, risk–benefit analysis, the importance of time series analyses and critical approaches to the evaluation of available data sets.Conclusion: For schools, greater attention needs to be given to the different conventions by which data are expressed, including the use of dynamic dashboard representations.Contribution: The article shows how available COVID-19 data can be used to enhance students’ statistical literacy and enrich teacher education.

Improving Statistical Literacy in Schools in Australia

We live in the information age. Statistical thinking is a life skill that all Australian children should have. The Statistical Society of Australia (SS AI) and the Australian Bureau of Statistics (ABS) have been working on a strategy to ensure Australian school children acquire a sufficient understanding and appreciation of how data can be acquired and used so they can make informed judgements in their daily lives, as children and then as adults. There is another motive for our work in this area. Australia is facing a shortage in the supply of statisticians. We are also anticipating that by improved teaching of statistics in schools, some of those children with stronger quantitative skills will become more interested in studying statistics at universities, and possibly pursuing a career as a statistician. What I am presenting in this short paper is the schools component of a proposed Australian Statistical Education System, developed mostly by Nick Fisher on behalf of the SSAI. A further reason for our interest is that statistics is currently taught in a fragmented fashion in Australian schools, typically by mathematical teachers with little or no understanding of statistics.

Undergraduate Business Statistics: A Survey of Topics and Teaching Methods

Participants in the annual conferences on “Making statistics more effective in schools of business” have made recommendations for improving the teaching of statistics in schools of business. To determine what is being taught and how it is being taught in terms of these recommendations, we surveyed professors teaching undergraduate business statistics courses. We found that hypothesis testing receives the greatest share of coverage and quality control the least. Computers are not used in one quarter of the courses, and lecturing is still the dominant teaching method. When asked for a wish list of changes, professors most often listed greater use of computers and more relevant data.

Interim Report of the R.S.S. Committee on the Teaching of Statistics in Schools

Interim Report of the R.S.S. Committee on the Teaching of Statistics in Schools

The Probability Distribution of x2

It seems likely that the teaching of statistics in schools will become more common and will be the responsibility of teachers of mathematics. Many of the pupils will not be mathematical specialists.

The Teaching of Statistics in Schools

The inclusion of statistics in the school curriculum is generally advocated for two reasons. All citizens need to develop “the habit of disciplined thinking about ordinary affairs in terms of quantities” and many scientists need to learn techniques essential to their special studies. Perhaps a third reason should be added; statistics can be regarded as part of the training of mathematicians.

The Teaching of Statistics in Schools.

The Teaching of Statistics in Schools.

Notes on the Teaching of Statistics in Schools

Notes on the Teaching of Statistics in Schools

The Teaching of Statistics in Schools

The Teaching of Statistics in Schools

BOOK REVIEWS

Book reviewed in this article:The Study of Behavior: Q‐Technique and its Methodology. By William Stephenson.The Psychology of Personality. By Bernard Notcutt.Introduction to the Theory of Games. By J. C. C. McKinsey.Notes on the Teaching of Statistics in Schools. By B. C. Brookes.

Notes on the Teaching of Statistics in Schools. By B.C. Brookes Pp. viii, 80. 5s. 1952. (Heinemann)

Notes on the Teaching of Statistics in Schools. By B.C. Brookes Pp. viii, 80. 5s. 1952. (Heinemann)

Notes on the Teaching of Statistics in Schools. By B.C. Brookes Pp. viii, 80. 5s. 1952. (Heinemann)

Notes on the Teaching of Statistics in Schools. By B.C. Brookes Pp. viii, 80. 5s. 1952. (Heinemann)

Notes on the Teaching of Statistics in Schools.

Notes on the Teaching of Statistics in Schools.

The teaching of statistics in schools. A report of the Council of the Royal Statistical Society. Journal of the Royal Statistical Society, Series A (General), Vol. CXV, Part 1, 1952. Pp. 12. 1951. Is.

The teaching of statistics in schools. A report of the Council of the Royal Statistical Society. Journal of the Royal Statistical Society, Series A (General), Vol. CXV, Part 1, 1952. Pp. 12. 1951. Is. - Volume 36 Issue 317

The Teaching of Statistics in Schools

The Teaching of Statistics in Schools

Teaching of Statistics in Schools

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The Incorporation of Statistics into a School Course

In this account of the incorporation of a new subject into the school curriculum I shall assume that it is agreed that the teaching of statistics in schools is desirable. This aspect of the subject has already been fully siscussed at previous meetings of this Association, and in other places. I am one, and I hope there are others present in the audience, who believes not only that it is desirable to teach statistics in schools, but also that far more is gained than is lost by its introduction. In this paper I therefore present the story of one attempt to put into practise what has been preached so long.