For some time, New Zealand has been leading the world in terms of the focus and scope of its statistics curriculum in schools. The curriculum is characterised by its data handling, and in more recent years, data visualisation approach. In 2013 bootstrapping and randomisation will be added to the curriculum achievement objectives for the senior secondary school (Ministry of Education, 2012). This paper gives an historical perspective of the people and groups that have influenced the development of the New Zealand curriculum and outlines the influence and impact of some of these New Zealanders, such as Professors David Vere-Jones and Chris Wild together with Maxine Pfannkuch and John Harraway, on the International Association for Statistical Education (IASE). The roles of both the IASE and the local professional statisticians’ association, the New Zealand Statistical Association (NZSA), are discussed together with the possible long-term impact of new statistical literacy based school curriculum in New Zealand on tertiary statistics teaching.
{"title":"Statistics education in new zealand, and its influence on the iase","authors":"S. Forbes","doi":"10.52041/srap.13403","DOIUrl":"https://doi.org/10.52041/srap.13403","url":null,"abstract":"For some time, New Zealand has been leading the world in terms of the focus and scope of its statistics curriculum in schools. The curriculum is characterised by its data handling, and in more recent years, data visualisation approach. In 2013 bootstrapping and randomisation will be added to the curriculum achievement objectives for the senior secondary school (Ministry of Education, 2012). This paper gives an historical perspective of the people and groups that have influenced the development of the New Zealand curriculum and outlines the influence and impact of some of these New Zealanders, such as Professors David Vere-Jones and Chris Wild together with Maxine Pfannkuch and John Harraway, on the International Association for Statistical Education (IASE). The roles of both the IASE and the local professional statisticians’ association, the New Zealand Statistical Association (NZSA), are discussed together with the possible long-term impact of new statistical literacy based school curriculum in New Zealand on tertiary statistics teaching.","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124935356","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}
In Mexico there are 22 million children and teenagers around 6 and 15 years old, who represent 29% of its population. The National Institute of Statistics and Geography in Mexico (INEGI) is looking forward to increase the use of statistic and geographic data in all society sectors. To achieve this goal, specially in people in the referred age, INEGI has established an agreement with the Ministry of Education, in charge of National Education for elementary and high school students, in order to include statistical and geographical information in all the available channels as text books, computer programs and videos. At the same time, INEGI offers a dedicated section in the institutional INEGI website. To close the circle, INEGI together with Aguascalientes’ Universty, developed a Statistical course, made specifically for elementary school teachers, to teach them on the large variety of information INEGI produces and how to link it with their syllabus.
{"title":"Statistical literacy hatching","authors":"Leticia Ruiz","doi":"10.52041/srap.13902","DOIUrl":"https://doi.org/10.52041/srap.13902","url":null,"abstract":"In Mexico there are 22 million children and teenagers around 6 and 15 years old, who represent 29% of its population. The National Institute of Statistics and Geography in Mexico (INEGI) is looking forward to increase the use of statistic and geographic data in all society sectors. To achieve this goal, specially in people in the referred age, INEGI has established an agreement with the Ministry of Education, in charge of National Education for elementary and high school students, in order to include statistical and geographical information in all the available channels as text books, computer programs and videos. At the same time, INEGI offers a dedicated section in the institutional INEGI website. To close the circle, INEGI together with Aguascalientes’ Universty, developed a Statistical course, made specifically for elementary school teachers, to teach them on the large variety of information INEGI produces and how to link it with their syllabus.","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132635250","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}
Statistical Wikipedia is an excellent source for anyone who is searching information on statistical terms or methods. However it is more like a book than educational material. For a student who wants to learn statistics it can be hard to understand how a statistical method works, when to use it and how to interpret the results. If Wikipedia is made for the student it can be hard to read for an statistician who already knows a lot. Is it possible to increase readability of the pages and add guidance to the pages making them more informative for students?
{"title":"Interactive wiki","authors":"Juha Puranen","doi":"10.52041/srap.13404","DOIUrl":"https://doi.org/10.52041/srap.13404","url":null,"abstract":"Statistical Wikipedia is an excellent source for anyone who is searching information on statistical terms or methods. However it is more like a book than educational material. For a student who wants to learn statistics it can be hard to understand how a statistical method works, when to use it and how to interpret the results. If Wikipedia is made for the student it can be hard to read for an statistician who already knows a lot. Is it possible to increase readability of the pages and add guidance to the pages making them more informative for students?","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"182 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114789473","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}
The expansion of the university system coupled with the changes introduced by the new information and communication technologies (NICT), have a direct effect on the traditional methods of education. In fact, ICTS have significantly increased the available information, altering the methodology of statistical treatment. These transformations are progressively being incorporated into the university education, which should take up the challenge of training individuals prepared to efficiently developed its activity in the field of the new information society. This work assesses the experiences in the application of new technologies to the teaching of statistics, describing the role of the software used for practical work and analyzing the possibilities of the Internet in a dual perspective: as a supplement to classroom teaching and as a support for a virtual classroom based on the foregoing of a methodological proposal that tries to adapt the use of technology to different curricular proposals belonging to private and public universities, in different educational establishments, and in situations of marked difference in the amount of students in charge of each professor.
{"title":"Application of ICTS to teaching statistics to non statisticians","authors":"L. Severino, Marta Ruggieri","doi":"10.52041/srap.131107","DOIUrl":"https://doi.org/10.52041/srap.131107","url":null,"abstract":"The expansion of the university system coupled with the changes introduced by the new information and communication technologies (NICT), have a direct effect on the traditional methods of education. In fact, ICTS have significantly increased the available information, altering the methodology of statistical treatment. These transformations are progressively being incorporated into the university education, which should take up the challenge of training individuals prepared to efficiently developed its activity in the field of the new information society. This work assesses the experiences in the application of new technologies to the teaching of statistics, describing the role of the software used for practical work and analyzing the possibilities of the Internet in a dual perspective: as a supplement to classroom teaching and as a support for a virtual classroom based on the foregoing of a methodological proposal that tries to adapt the use of technology to different curricular proposals belonging to private and public universities, in different educational establishments, and in situations of marked difference in the amount of students in charge of each professor.","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116856909","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}
There is a strong demand for well-trained staff among national statistical offices of the former USSR countries. Before the USSR collapse, most of statisticians were educated in Moscow. Currently, there is a lack of own training facilities in most of countries of the Commonwealth of Independent States (CIS), so the staff training is a very significant problem. Language is an additional problem, because most of international training courses are conducted in English, but English speakers are still rare among local statisticians. At the same time, average share of Russian speakers in NSOs of all countries of the CIS region is about 96%. A special training center (International Institute for Training in Statistics - MISO) was established in Moscow in the year of 2011. Currently it provides a random set of short courses on different statistical topics in Russian in cooperation with international partners. But this is only the first step. NSOs are interested in well prepared systematically educated managers in official statistics and high-level experts/methodologists. Thus, the next step should be the development of a Master in Official Statistics Program (MOS). Paper describes concept of this MOS program.
{"title":"Statistical training for Russian-speaking countries: combination of international quality and availability","authors":"Misha V. Belkindas, Josef Olenski, A. Ponomarenko","doi":"10.52041/srap.131002","DOIUrl":"https://doi.org/10.52041/srap.131002","url":null,"abstract":"There is a strong demand for well-trained staff among national statistical offices of the former USSR countries. Before the USSR collapse, most of statisticians were educated in Moscow. Currently, there is a lack of own training facilities in most of countries of the Commonwealth of Independent States (CIS), so the staff training is a very significant problem. Language is an additional problem, because most of international training courses are conducted in English, but English speakers are still rare among local statisticians. At the same time, average share of Russian speakers in NSOs of all countries of the CIS region is about 96%. A special training center (International Institute for Training in Statistics - MISO) was established in Moscow in the year of 2011. Currently it provides a random set of short courses on different statistical topics in Russian in cooperation with international partners. But this is only the first step. NSOs are interested in well prepared systematically educated managers in official statistics and high-level experts/methodologists. Thus, the next step should be the development of a Master in Official Statistics Program (MOS). Paper describes concept of this MOS program.","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114291945","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}
This research study investigates the development of middle school students’ emerging expressions of uncertainty through observation of 14- to 15-year-olds, challenged in informal inferential reasoning. This study focuses on students’ investigations when sampling from populations and using information from the samples to draw conclusions about the parent populations. The results suggest that when the students engaged in processes of drawing generalised conclusions from data, involving generalising beyond data and using data as evidence of the generalisation, they developed probabilistic language to articulate the degree of certainty embedded in the generalisation. As the students engaged in their inquiries, they developed more sophisticated expressions of the probabilistic language. Attending to students’ emerging articulations of uncertainty when making judgments about the underlying structure of the data and observing patterns and trends in data, provides an opportunity to develop more sophisticated understandings of the developmental process of students’ statistical inferential reasoning.
{"title":"Students’ emerging expressions of uncertainty while making informal statistical inferences about data","authors":"Theodosia Prodromou","doi":"10.52041/srap.13204","DOIUrl":"https://doi.org/10.52041/srap.13204","url":null,"abstract":"This research study investigates the development of middle school students’ emerging expressions of uncertainty through observation of 14- to 15-year-olds, challenged in informal inferential reasoning. This study focuses on students’ investigations when sampling from populations and using information from the samples to draw conclusions about the parent populations. The results suggest that when the students engaged in processes of drawing generalised conclusions from data, involving generalising beyond data and using data as evidence of the generalisation, they developed probabilistic language to articulate the degree of certainty embedded in the generalisation. As the students engaged in their inquiries, they developed more sophisticated expressions of the probabilistic language. Attending to students’ emerging articulations of uncertainty when making judgments about the underlying structure of the data and observing patterns and trends in data, provides an opportunity to develop more sophisticated understandings of the developmental process of students’ statistical inferential reasoning.","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121297344","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}
Since the Curriculum revision in 2008 and 2009, statistics education in Japan is improving gradually. Number of teachers who have concerned with statistics education, develop and try new lessons has been increased. But the usage of software in statistics lessons is very limited. Many teachers teach statistics only with papers and pencils in traditional style. In this paper, what kinds of obstacles for teachers in Japan to teach statistics especially focused on software use are reported firstly. Secondly, we note needed supports for them, 1) Statistical software (or function) accessible without install process, 2) GUI which enable for teachers and students to analyze data intuitively, 3) Interesting dataset which can enrich students’ data analysis activities and lessons. Finally, we report construction and new system of Japanese CensusAtSchool website to match those demands.
{"title":"Statistics learning environment for students through Japanese censusatschool project","authors":"K. Aoyama, Michiko Watanabe, Yoshiyasu Tamura","doi":"10.52041/srap.13502","DOIUrl":"https://doi.org/10.52041/srap.13502","url":null,"abstract":"Since the Curriculum revision in 2008 and 2009, statistics education in Japan is improving gradually. Number of teachers who have concerned with statistics education, develop and try new lessons has been increased. But the usage of software in statistics lessons is very limited. Many teachers teach statistics only with papers and pencils in traditional style. In this paper, what kinds of obstacles for teachers in Japan to teach statistics especially focused on software use are reported firstly. Secondly, we note needed supports for them, 1) Statistical software (or function) accessible without install process, 2) GUI which enable for teachers and students to analyze data intuitively, 3) Interesting dataset which can enrich students’ data analysis activities and lessons. Finally, we report construction and new system of Japanese CensusAtSchool website to match those demands.","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127022761","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}
There has been much interest within the scientific community to use the potential of new technol- ogies for teaching since they have become widely available. We will deal with two questions: What has emerged out of e-learning endeavours? What are vital issues for their success? The specific situation for learners within an e-learning setting will be analysed in the light of two “events”: First, the general discussion of the impact of technology on teaching at the ISI con- gress in Lisboa in 2007, and second, a series of papers on blended learning in the International Statistical Review published in the same year. Our long-term experience with a blended learning course on introductory statistics for business students will serve as background to respond to key questions for the success of e-learning. As an interactive exchange of feedback between students and staff has proved to be essential in the evaluation of our course, this paper gives support for blended learning enrichment of courses to assist the students in their learning process.
{"title":"E-learning or blended learning – enriching statistics for business students","authors":"M. Borovcnik","doi":"10.52041/srap.13303","DOIUrl":"https://doi.org/10.52041/srap.13303","url":null,"abstract":"There has been much interest within the scientific community to use the potential of new technol- ogies for teaching since they have become widely available. We will deal with two questions: What has emerged out of e-learning endeavours? What are vital issues for their success? The specific situation for learners within an e-learning setting will be analysed in the light of two “events”: First, the general discussion of the impact of technology on teaching at the ISI con- gress in Lisboa in 2007, and second, a series of papers on blended learning in the International Statistical Review published in the same year. Our long-term experience with a blended learning course on introductory statistics for business students will serve as background to respond to key questions for the success of e-learning. As an interactive exchange of feedback between students and staff has proved to be essential in the evaluation of our course, this paper gives support for blended learning enrichment of courses to assist the students in their learning process.","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"13 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131775256","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}
Australian Bureau of Statistics recognises the critical importance that its statistical products and services are underpinned by defensive statistical methodology. To this end, the Australian Bureau of Statistics has developed strong partnerships with academics and universities in order to assist with the recruitment of graduates and their development into research leaders in mathematical statisticians. This paper describes the details of the partnerships since 2004 and some of the important benefits.
{"title":"Building expertise in mathematical statistics within the Australian bureau of statistics through partnerships with academics","authors":"James O. Chipperfield, S. Tam, P. Schubert","doi":"10.52041/srap.131001","DOIUrl":"https://doi.org/10.52041/srap.131001","url":null,"abstract":"Australian Bureau of Statistics recognises the critical importance that its statistical products and services are underpinned by defensive statistical methodology. To this end, the Australian Bureau of Statistics has developed strong partnerships with academics and universities in order to assist with the recruitment of graduates and their development into research leaders in mathematical statisticians. This paper describes the details of the partnerships since 2004 and some of the important benefits.","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114710359","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}
Shirlee Ocampo, R. Arcilla, Frumencio F. Co, Ryan Jumangit, Felipe Diokno
and changing requirements of globalizing society. Hence, there is a need to shift from traditional method of teaching statistics to new paradigms. This paper presents the improvements implemented along with its appraisal in teaching general education statistics courses using the traditional transmissive pedagogy and then shifting to transformative learning paradigm. The transmissive pedagogy involves merely lectures and paper-and-pen tests, while the transformative learning paradigm integrates computer-based instructions, Web technologies, authentic assessment, problem-based learning, collaborative inquiry, and use of real-life data. Results showed a significant improvement in understanding statistics for both learning paradigms. However, the data did not provide evidence to indicate differences in the amount of learning between the two paradigms. Classical and Bayesian factor analyses both obtained seven non- intellective factors. The two paradigms differ significantly on five factors indicating that students are enthused towards statistical literacy under the transformative learning framework.
{"title":"Enthusing students towards statistical literacy using transformative learning paradigm: implementation and appraisal","authors":"Shirlee Ocampo, R. Arcilla, Frumencio F. Co, Ryan Jumangit, Felipe Diokno","doi":"10.52041/srap.113201","DOIUrl":"https://doi.org/10.52041/srap.113201","url":null,"abstract":"and changing requirements of globalizing society. Hence, there is a need to shift from traditional method of teaching statistics to new paradigms. This paper presents the improvements implemented along with its appraisal in teaching general education statistics courses using the traditional transmissive pedagogy and then shifting to transformative learning paradigm. The transmissive pedagogy involves merely lectures and paper-and-pen tests, while the transformative learning paradigm integrates computer-based instructions, Web technologies, authentic assessment, problem-based learning, collaborative inquiry, and use of real-life data. Results showed a significant improvement in understanding statistics for both learning paradigms. However, the data did not provide evidence to indicate differences in the amount of learning between the two paradigms. Classical and Bayesian factor analyses both obtained seven non- intellective factors. The two paradigms differ significantly on five factors indicating that students are enthused towards statistical literacy under the transformative learning framework.","PeriodicalId":202567,"journal":{"name":"Statistics Education for Progress: Youth and Official Statistics Proceedings IASE 2013 Satellite Conference","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133363515","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}
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