MSOR connections最新文献

Talking Statistics: A reflection on some of the problems with statistical language 谈统计：反思统计语言的一些问题

MSOR connections Pub Date : 2024-04-25 DOI: 10.21100/msor.v22i3.1476

Lois Rollings

{"title":"Talking Statistics: A reflection on some of the problems with statistical language","authors":"Lois Rollings","doi":"10.21100/msor.v22i3.1476","DOIUrl":"https://doi.org/10.21100/msor.v22i3.1476","url":null,"abstract":"For most of my life I managed to swerve statistics. I learned a little at school and studied some (very theoretical) statistics as part of my mathematics degree. As a teacher, in schools and then university, I did not teach anything beyond GCSE statistics. It was not until I got a post in Mathematics and Statistics support a decade ago that I had to begin to learn the subject properly.I had excellent support from the sigma network, attending a memorable SPSS Bootcamp and other events which helped me enormously. But I was conscious that there were various aspects of statistics that presented problems for me. One was the way in which statistics differed from mathematics in being much less cut and dried. If a student had made a mistake in a calculation or argument it was fairly easy to spot and correct. However, when a student said ‘my supervisor said I should do a t-test’ and this did not seem the most appropriate way forward it was much harder to advise. I also realised that I was finding the language of statistics harder to master than I felt it ought to have been. It is this aspect that I will focus on in this article as I tentatively suggest that students might also have such problems.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"59 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Zero waste: leveraging blended learning materials in traditional teaching 零浪费：在传统教学中利用混合式学习材料

MSOR connections Pub Date : 2024-04-25 DOI: 10.21100/msor.v22i3.1474

C. G. Ardito

{"title":"Zero waste: leveraging blended learning materials in traditional teaching","authors":"C. G. Ardito","doi":"10.21100/msor.v22i3.1474","DOIUrl":"https://doi.org/10.21100/msor.v22i3.1474","url":null,"abstract":"In recent years, and especially during the Covid-19 pandemic, several university course units have moved from a traditional format, made of face-to-face lectures supplemented by notes and exercise sheets, to a blended learning format based mainly on asynchronous engagement with recorded lectures, videos, and notes, followed by supplementary synchronous sessions to consolidate and expand on the core material. While during Covid-19 the latter format presented clear advantages, as things slowly go back to normal course leaders are free to choose between the two formats, each of which has its own set of advantages and challenges.In this case study we explore the transition from a blended learning course back to a traditional face-to-face format, focusing on the use of an innovative ‘anthology’ approach to repurpose digital materials. Originally a blended learning course featuring a mix of videos, notes, and quizzes, the course underwent a transformation to adapt to a more conventional format without sacrificing the accumulated digital resources. Through this transition, an anthology of learning materials was created, which serves as supplementary support for student learning, providing a wealth of learning aids, ranging from mandatory activities to entirely optional exercises. Challenges encountered during this transition, specifically avoiding an increase in workload, and the maturity required from students, will be examined. We aim to provide a framework to highlight the potential of effectively reutilising blended learning resources within traditional teaching frameworks, while being mindful of workload issues, to enrich the students' learning experience.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"3 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140654573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Generative AI to help with statistical test selection and analysis 使用生成式人工智能帮助选择和分析统计测试

MSOR connections Pub Date : 2024-04-25 DOI: 10.21100/msor.v22i3.1485

Tom Goodale

{"title":"Using Generative AI to help with statistical test selection and analysis","authors":"Tom Goodale","doi":"10.21100/msor.v22i3.1485","DOIUrl":"https://doi.org/10.21100/msor.v22i3.1485","url":null,"abstract":"One of the most common questions that students ask statistics advisors is ‘What test should I do?’ This paper explores the use of generative AI chatbots, specifically ChatGPT, as a tool to assist students, in particular those with limited experience in statistics, in selecting appropriate statistical tests for their analyses. Traditional methods, such as flowcharts and online test selectors, require at least a basic understanding of measurement scales and research design, which can be an issue for many students who have limited exposure to statistics on their courses. This research focuses on developing and refining prompts to guide ChatGPT in providing accurate and relevant statistical test recommendations. A hypothetical scenario was used to test the effectiveness of various prompts, ranging from simple, naïve questions to more sophisticated ones utilising specific prompt patterns, such as the ‘context manager’ and ‘flipped interaction.’ These patterns were selected to enhance the chatbot’s responses and ensure the relevance and accuracy of the test suggestions. The findings suggest that while AI chatbots like ChatGPT can be a valuable resource for students, their effectiveness is highly dependent on the quality of the prompts used. The paper concludes with a discussion on the potential of these AI tools in educational settings, acknowledging the limitations of current technology and suggesting directions for future research and development.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140653736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and analysis of a Numbas diagnostic tool for use in a mathematics refresher program 开发和分析用于数学进修课程的 Numbas 诊断工具

MSOR connections Pub Date : 2024-04-25 DOI: 10.21100/msor.v22i3.1479

Donald Shearman, Shatha Aziz, J. Pettigrew

引用次数: 0

Facilitating collaborations between home and international students; different perspectives of engagement associated with having responsibilities in a group environment 促进本国学生和留学生之间的合作；在集体环境中承担责任的不同参与视角

MSOR connections Pub Date : 2024-04-25 DOI: 10.21100/msor.v22i3.1470

Simon A. Fairfax, Subhrajyoti Saha

引用次数: 0

Toward a holistic approach to mathematics support at Munster Technological University’s Academic Learning Centre 明斯特理工大学学术学习中心数学支持的整体方法

MSOR connections Pub Date : 2024-04-25 DOI: 10.21100/msor.v22i3.1483

Marian Hurley, Deirdre Casey

引用次数: 0

Engaging students via interactive lecture activities inspired by common classroom practice 从常见的课堂实践中汲取灵感，通过互动式讲座活动吸引学生参与

MSOR connections Pub Date : 2024-04-25 DOI: 10.21100/msor.v22i3.1481

Cerian Brewer

引用次数: 0

Designing an introductory statistics subject for students with diverse educational backgrounds and chosen qualifications 为具有不同教育背景和所选资历的学生设计统计学入门课程

MSOR connections Pub Date : 2024-04-25 DOI: 10.21100/msor.v22i3.1480

Rupert E. H. Kuveke, Amanda J Shaker, Luke Prendergast

{"title":"Designing an introductory statistics subject for students with diverse educational backgrounds and chosen qualifications","authors":"Rupert E. H. Kuveke, Amanda J Shaker, Luke Prendergast","doi":"10.21100/msor.v22i3.1480","DOIUrl":"https://doi.org/10.21100/msor.v22i3.1480","url":null,"abstract":"This is a case study on the design of a first-year undergraduate statistics subject at La Trobe University, entitled Making Sense of Data, which is taken by students from various disciplines. To account for students' diverse educational backgrounds and chosen qualifications, this subject is designed such that all students complete core statistics concepts, while a third of the subject contains stream-specific content. This subject design provides students with a solid foundation in statistics, while addressing the demand for a flexible first-year statistics subject which is accessible and relevant for students enrolled in a variety of tertiary degrees. This structure allows for stream-specific lectures, computer lab material, assessments, and even statistical software programs to be used across different streams. The design also incorporates strategies for addressing statistics anxiety within the curriculum. In this paper, we present the outcomes of this subject design in terms of student performance, engagement and satisfaction. We also present iterative and reflective changes that have been made to the subject over time, in response to student and staff feedback, and discuss the impact these changes have had on student outcomes.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"16 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Win-Win-Win: Drop-in Mathematics Support for Secondary School Students 双赢：为中学生提供随到随学的数学支持

MSOR connections Pub Date : 2024-04-04 DOI: 10.21100/msor.v22i2.1486

C. Mac an Bhaird, Aisling McGlinchey, Peter Mulligan

引用次数: 0

Towards practical learning using air quality monitors 利用空气质量监测器开展实践学习

MSOR connections Pub Date : 2024-04-04 DOI: 10.21100/msor.v22i2.1478

Carol Calvert, James Warren

引用次数: 0