Journal of Statistics Education最新文献

{"title":"Teaching Visually Impaired College Students in Introductory Statistics","authors":"B. Stone, D. Kay, A. Reynolds","doi":"10.1080/10691898.2019.1677199","DOIUrl":"https://doi.org/10.1080/10691898.2019.1677199","url":null,"abstract":"Abstract Instructors of postsecondary classes in statistics rely heavily on visuals in their teaching, both within the classroom and in resources like textbooks, handouts, and software, but this information is often inaccessible to students who are blind or visually impaired (BVI). The unique challenges involved in adapting both pedagogy and course materials to accommodate a BVI student may provoke anxiety among instructors teaching a BVI student for the first time, and instructors may end up feeling unprepared or “reinventing the wheel.” We discuss a wide variety of accommodations inside and outside of the classroom grounded in the empirical literature on cognition and learning and informed by our own experience teaching a blind student in an introductory statistics course.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"225 - 237"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1677199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45611344","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}

{"title":"The State of Statistics Education Research in Client Disciplines: Themes and Trends Across the University","authors":"Aimee Schwab-McCoy","doi":"10.1080/10691898.2019.1687369","DOIUrl":"https://doi.org/10.1080/10691898.2019.1687369","url":null,"abstract":"Abstract The reform movement in statistics education has led to a revitalization of the undergraduate introductory statistics course. However, many students satisfy their degree requirements by taking statistics courses in “client departments” such as business, the social sciences, and the lab sciences, typically taught by non-statisticians. This article presents the findings of a metasynthesis of the existing literature on teaching statistics in these client disciplines to learn (1) what is currently being taught and how, and (2) the most important challenges for statistics teachers in other departments. Articles were reviewed using qualitative axial coding and quantitative text analysis to identify common research themes and ideas in the literature for each discipline. Research themes, attitudes toward statistics instruction, and pedagogical techniques were found to vary from discipline to discipline. Collaboration with instructors in other disciplines may be a welcome step toward improving statistics instruction across the university.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"253 - 264"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1687369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46898799","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}

{"title":"Introducing Data Science Techniques by Connecting Database Concepts and dplyr","authors":"Jennifer Broatch, S. Dietrich, Don Goelman","doi":"10.1080/10691898.2019.1647768","DOIUrl":"https://doi.org/10.1080/10691898.2019.1647768","url":null,"abstract":"Abstract Early exposure to data science skills, such as relational databases, is essential for students in statistics as well as many other disciplines in an increasingly data driven society. The goal of the presented pedagogy is to introduce undergraduate students to fundamental database concepts and to illuminate the connection between these database concepts and the functionality provided by the dplyr package for R. Specifically, students are introduced to relational database concepts using visualizations that are specifically designed for students with no data science or computing background. These educational tools, which are freely available on the Web, engage students in the learning process through a dynamic presentation that gently introduces relational databases and how to ask questions of data stored in a relational database. The visualizations are specifically designed for self-study by students, including a formative self-assessment feature. Students are then assigned a corresponding statistics lesson to utilize statistical software in R within the dplyr framework and to emphasize the need for these database skills. This article describes a pilot experience of introducing this pedagogy into a calculus-based introductory statistics course for mathematics and statistics majors, and provides a brief evaluation of the student perspective of the experience. Supplementary materials for this article are available online.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"147 - 153"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1647768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45623089","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}

{"title":"Questionable Claims for Simple Versions of the Bootstrap","authors":"Robert W. Hayden","doi":"10.1080/10691898.2019.1669507","DOIUrl":"https://doi.org/10.1080/10691898.2019.1669507","url":null,"abstract":"Abstract Recent years have seen increasing interest in incorporating resampling methods into introductory statistics courses and the high school mathematics curriculum. While the use of permutation tests for data from experiments is a step forward, the use of simple bootstrap methods for sampling situations is more problematical. This article demonstrates via counterexamples that many of the claims made for these simple methods are simply wrong. Their use with beginners can only be justified after their true properties have been fully researched, and their many limitations explained to students. Supplementary materials for this article are available online.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"208 - 215"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1669507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41916768","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}

{"title":"Editorial Collaborators","authors":"","doi":"10.1080/10691898.2019.1693194","DOIUrl":"https://doi.org/10.1080/10691898.2019.1693194","url":null,"abstract":"Sarah Abramowitz, Drew U. Vittorio Addona, Macalester College Daniel Adrian, Grand Valley State U. James Albert, Bowling Green State U. K. Scott Alberts, Truman State U. Ming-Wen An, Vassar College Kirk Anderson, Grand Valley State U. Elizabeth Arnold, James Madison U. Brittney Bailey, Amherst College Anna Bargagliotti, Loyola Marymount U. Ben Barnard, Wells Fargo and Co. Barb Barnet, U. of Wisconsin Platteville Sheila Barron, U. of Iowa Silas Bergen, Winona State U. Bruce Blaine, St. John Fisher College Erin Blankenship, U. of Nebraska-Lincoln Andrej Blejec, National Institute of Biology Kelly Bodwin, California Polytechnic State U. Charlotte Bolch, U. of Florida Sean Bradley, Clarke U. Thomas Braun, U. of Michigan Andrew Bray, Reed College Ann Brearley, U. of Minnesota System Jennifer Broatch, Arizona State U. Ann Cannon, Cornell College Yongtao Cao, Indiana U. of Pennsylvania College Ben Capistrant, Smith College Bruce Carlson, Ohio U. Rob Carver, Stonehill College Catherine Case, U. of Georgia Mine Cetinkaya-Rundel, Duke U. Laura Chihara, Carleton College Adam Childers, Roanoke College William Cipolli, Colgate U. Jessi Cisewski-Kehe, Yale U. Richard Cleary, Babson College Katharine Correia, Amherst College Carolyn Cuff, Westminster College Allison Davidson, Muhlenberg College Leandro de Souza, U. Federal de Uberlândia Melody Denhere, U. of Mary Washington Concetta DePaolo, Indiana State U. Mine Dogucu, Denison U. Jillian Downey, Truman State U. Jonathan Duggins, North Carolina State U. Bruce Dunham, U. of British Columbia Felicity Enders, Mayo Clinic Erik Erhardt, U. of Minnesota Robert Erhardt, Wake Forest U. Diane Evans, Rose-Hulman Institute Of Technology Camille Fairbourn, Michigan State U. Jeffrey Farmer, New Orleans Baptist Theological Seminary Pamela Fellers, Grinnell Coll Derek Feng, Yale U. Jacob Fiksel, Johns Hopkins U. Jack Follis, U. of St. Thomas Steven Foti, U. of Florida Marian Frazier, College of Wooster Peter Freeman, Carnegie Mellon U. Daniel Frischemeier, U. Paderborn Fakultat John Gabrosek, Grand Valley State U. Iddo Gal, U. of Haifa Marybeth Gasman, U. of Pennsylvania Varghese George, Augusta U. Ken Gerow, U. of Wyoming Natasha Gerstenschlager, Western Kentucky U. Santu Ghosh, Augusta U. A. Jonathan Godfrey, Inst of Fundamental Sceinces Burke Grandjean, U. of Wyoming Jennifer Green, Montana State U. Ellen Gundlach, Purdue U. Debbie Hahs-Vaughn, U. of Central Florida Josephine Hamer, Western Connecticut State U. Stacey Hancock, Montana State U. Kathryn Hanford, U. of Nebraska Lincoln Johanna Hardin, Pomona College Leigh Harrell-Williams, U. of Memphis Matt Hayat, Georgia State U. Sarai Hedges, U. of Cincinnati Jacqueline Herman, Northern Kentucky U. Dawn Holmes, U. of California Santa Barbara Yi-Chun Hong, Arizona State Univ Tisha Hooks, Winona State U. Nicholas Horton, Amherst College Leanna House, Virginia Tech Jingchen (Monika) Hu, Vassar College Patricia Humphrey, Georgia Southern U. Debra Hydorn, U. of Mary Washington","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"288 - 289"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1693194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352353","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}

{"title":"Developing Interactive Educational Songs for Introductory Statistics","authors":"L. Lesser, D. Pearl, J. J. Weber, Dominic M. Dousa, R. Carey, Stephen A. Haddad","doi":"10.1080/10691898.2019.1677533","DOIUrl":"https://doi.org/10.1080/10691898.2019.1677533","url":null,"abstract":"Abstract This article describes the process used to develop and assess an NSF-funded instructional innovation: an online collection (https://www.CAUSEweb.org/smiles/) of 28 interactive songs of high esthetic quality designed to span literature-based learning objectives of introductory statistics that develop statistical literacy and reasoning. The interactive songs are also designed to reduce statistics anxiety and require little time or instructor expertise. The songs are interactive in that the interface solicits (and provides hints and feedback on) student contributions (concepts or examples) and then plays back the song with student inputs integrated and highlighted. After providing a brief background, this article describes requirements, challenges, and opportunities in educational songwriting for the mathematical sciences, then describes the intervention and how its special nature affected the development process. Pilot studies at a research university and at a majority Black two-year college showed that students found the innovation to be a good tool to help their learning, reduce their anxiety about statistics, have an easy to follow interface, and use high quality songs. Analysis of log files from the use of the software shows some evidence of better performance on assessments after use and informs improvements of the automated feedback. Supplemental materials for this article are available online.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"238 - 252"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1677533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44243368","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}

{"title":"More Questions and Fewer Contexts: Designing Exercises for Statistics Courses","authors":"Kenneth M. Brown","doi":"10.1080/10691898.2019.1669508","DOIUrl":"https://doi.org/10.1080/10691898.2019.1669508","url":null,"abstract":"Abstract Over the past 30 years, the way in which the first course in statistics has been taught has moved away from a mathematics mode to take account of the distinctiveness of statistics. This article considers exercises for the typical introductory course and gives some evidence that many of these look like somewhat expanded versions of mathematics course exercises, and are thus less than optimal given the goals of statistics education. The article contends that exercises for statistics courses can be and should be designed with many interrelated questions built around a context to emphasize the connections between the tools used and the context. This type of exercise is termed a guided inquiry exercise (GIE) and it is argued that such exercises are not a new idea, are employed in some teaching materials, and are able to be created by instructors. Some of the implications and challenges for teaching and learning using GIEs are discussed. Teachers of statistics are encouraged to create their own, and advice is given to that end.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"216 - 224"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1669508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950555","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}

{"title":"“Short Stories”: Reflections on Tom Short’s Impact on Statistics Education","authors":"C. Ashley, T. Bradstreet, Ruth Carver, Patrick Chen, Jaki Fesq, C. Franklin, R. Gould, Jeff Haberstroh, Brad Hartlaub, J. Holcomb, D. Joyce, L. Lesser, Jack Miller, Tom Moore, Jerry L. Moreno, R. Peck, Allan Rossman, Josh Tabor, Doug Tyson, J. Witmer","doi":"10.1080/10691898.2019.1688595","DOIUrl":"https://doi.org/10.1080/10691898.2019.1688595","url":null,"abstract":"","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"138 - 146"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1688595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48184304","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}

{"title":"Note From the Editor","authors":"J. Witmer","doi":"10.1080/10691898.2019.1702430","DOIUrl":"https://doi.org/10.1080/10691898.2019.1702430","url":null,"abstract":"","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"135 - 135"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1702430","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41788865","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}

{"title":"Editorial","authors":"J. Witmer","doi":"10.1080/10691898.2019.1702415","DOIUrl":"https://doi.org/10.1080/10691898.2019.1702415","url":null,"abstract":"JSE has not published editorials in the past, just Notes from the Editor about the current issue of the journal, but I want to change that and introduce occasional editorials. Here is a first installment, which is a position paper on the use of pvalues, statistical inference, terminology, and related ideas. I thank JSE associate editors for their input, particularly Bill Notz who helped edit what follows.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"27 1","pages":"136 - 137"},"PeriodicalIF":2.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2019.1702415","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45586940","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}