“Engineering” student creativity in a probability and statistics course: Investigating perceived versus actual creativity.

2017 ◽  
Vol 11 (3) ◽  
pp. 295-308 ◽  
Author(s):  
Jen Katz-Buonincontro ◽  
Richard W. Hass ◽  
Gary Friedman
Keyword(s):  
Engineering Student ◽  
Statistics Course ◽  
Probability And Statistics

Probability and Statistics Apps for Mobile Devices

2015 ◽  
pp. 242-258 ◽  
Author(s):  
Howard P Edwards
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
Primary Student ◽  
Statistics Course ◽  
E Learning ◽  
Probability And Statistics ◽  
Undergraduate Statistics

Mobile devices such as tablets and smartphones are rapidly replacing laptops and notebooks as the primary student e-learning device. This chapter discusses the needs of a Statistics app user and how these differ from the needs of users of other Mathematics apps, and then reviews some the mobile apps currently available which enable a user to either learn Statistics or to carry out the sorts of summaries and analyses encountered in an undergraduate Statistics course. Implications of these apps for both teaching and learning are discussed.

Probability and Statistics Apps for Mobile Devices

2015 ◽  
pp. 879-894
Author(s):  
Howard P Edwards
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
Primary Student ◽  
Statistics Course ◽  
E Learning ◽  
Probability And Statistics ◽  
Undergraduate Statistics

Mobile devices such as tablets and smartphones are rapidly replacing laptops and notebooks as the primary student e-learning device. This chapter discusses the needs of a Statistics app user and how these differ from the needs of users of other Mathematics apps, and then reviews some the mobile apps currently available which enable a user to either learn Statistics or to carry out the sorts of summaries and analyses encountered in an undergraduate Statistics course. Implications of these apps for both teaching and learning are discussed.

scholarly journals Selection and Application of graphical and numerical statistical tools by prospective primary school teachers

2019 ◽  
Vol 21 (6) ◽  
pp. 82-97
Author(s):  
José António Fernandes ◽  
Adelaide Freitas
Keyword(s):  
Primary School ◽  
Basic Education ◽  
Early Years ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Third ◽  
Statistical Measures ◽  
Statistics Course ◽  
Probability And Statistics

Teaching statistics in the early years requires that teachers at this school level develop skills to analyze small collections of data. Given a collection of quantitative data (12 observations), in this paper we looked at how students and prospective primary school teachers select and make appropriate graphs and identify and determine statistical measures suitable for summarizing the data, including the interpretation of the third quartile. The study involved 50 students who were attending the 2nd year of the Basic Education Bachelor’s program at a university in northern Portugal. The collected data correspond to the answers given by the students in a formal examination in a Probability and Statistics course. An analysis of the answers showed that the students had difficulties in both the selection and application of statistical methods, which were more pronounced when they had to identify the appropriate graphs to represent the data and to determine the quartiles and to interpret the third quartile, and less pronounced in the case of determining other statistical measures.

scholarly journals Evaluating Quality and Reliability of Final Exam Questions for Probability and Statistics Course Using Rasch Model

2018 ◽  
Vol 7 (4.33) ◽  
pp. 32
Author(s):  
Faiz Zulkifli ◽  
Rozaimah Zainal Abidin ◽  
Noor Faezah Mohamad Razi, Nor Hazlina Mohammad ◽  
Rusliza Ahmad ◽  
Anis Zafirah Azmi
Keyword(s):  
Rasch Model ◽  
Cognitive Skills ◽  
Bloom's Taxonomy ◽  
Final Exam ◽  
Bloom’S Taxonomy ◽  
Statistics Course ◽  
Research Findings ◽  
Quality And Reliability ◽  
Probability And Statistics ◽  
Verification Process

Evaluation of the questions’ level of complexity for the statistical course was proposed using the revised version of Bloom’s taxonomy. The use of Bloom's taxonomy in statistical examination papers allows the degree of difficulty to be pseudo-objectively assessed. Well-constructed questions in the final examination will help in measuring students' abilities based on comprehensive cognitive skills. Therefore, this study used Rasch Model to evaluate the quality and reliability of final exam questions for probability and statistics course. According to research findings, five out of 30 questions are considered as misfit items. It is therefore recommended that these items be removed or rephrased to better suit the students’ ability level in a course. Whereas, nine questions have significant differences between taxonomy level and Rasch level that require further analysis. Overall, students view the set of exam questions as simple due to the unavailability of difficult items. Based on this result, it is suggested that the exam questions should undergo verification process from the expert and students should be exposed early to various types of questions with different level of difficulty. 

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