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1	The Evaluation and Control of the Changes in Basic Statistics Encountered in Grouped Data Scott, James P. 05 1900 (has links) This dissertation describes the effect that the construction of frequency tables has on basic statistics computed from those frequency tables. It is directly applicable only to normally distributed data summarized by Sturges' Rule. The purpose of this research was to identify factors tending to bias sample statistics when data are summarized, and thus to allow researchers to avoid such bias. The methodology employed was a large scale simulation where 1000 replications of samples of size n = 2 ᵏ⁻¹ for 2 to 12 were drawn from a normally distributed population with a mean of zero and a standard deviation of one. A FORTRAN IV source listing is included. The report concludes that researchers should avoid the use of statistics computed from frequency tables in cases where raw data are available. Where the use of such statistics is unavoidable, the researchers can eliminate their bias by the use of empirical correction factors provided in the paper. Further research is suggested to determine the effect of summarization of data drawn from various non-normal distributions. frequency tables basic statistics computation Statistics.
2	Design of computer-aided instruction for basic statistics Anderson, Tonya L. January 1990 (has links) No description available. Engineering, Industrial Bloom's Taxonomy Computer-Aided Instruction Basic Statistics
3	Improving Student Interest, Mathematical Skills, and Future Success through Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students Webb, Derek, Richgels, Glen, Wolf, Marty J., Frauenholtz, Todd, Hougen, Ann 11 May 2012 (has links) (PDF) We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study. Aktives Lernen alternative Mathematiklehrpläne Studienerfolg Verbesserte Hochschullehre Integrierte Mathematiklehrpläne Schülerorientierte Mathematik Statistik Informatik Active learning Alternative mathematics curriculum College success Improved student learning Integrative mathematics curriculum Student oriented math statistics computer science ddc:510 rvk:SD 2009
4	Improving Student Interest, Mathematical Skills, and Future Successthrough Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students Webb, Derek, Richgels, Glen, Wolf, Marty J., Frauenholtz, Todd, Hougen, Ann 11 May 2012 (has links) We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study. info:eu-repo/classification/ddc/510 ddc:510

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