J. Ridgway, J. Nicholson, Pedro Campos, Sónia Teixeira
There has been an explosion in the range of tools available for presenting data, many of which are available to support statistics teaching. These include tools that allow users to ‘drag and drop’ data sets (e.g. RAW), tools designed to display particular data sets (e.g. eXplorer) and software libraries (e.g. D3.js). We report on a review of visualisation tools, where we have described the sorts of visualisations facilitated by each tool, along with features such as ease of use and cost. Data visualisations can give new insights into complex data sets, and can be used directly to reshape teaching. We map out teaching opportunities facilitated by different tool types. Understanding novel data visualisations has become an important element of statistical literacy, and so curricula should expose students to a wide variety of examples.
{"title":"Tools for visualizing data: a review","authors":"J. Ridgway, J. Nicholson, Pedro Campos, Sónia Teixeira","doi":"10.52041/srap.17201","DOIUrl":"https://doi.org/10.52041/srap.17201","url":null,"abstract":"There has been an explosion in the range of tools available for presenting data, many of which are available to support statistics teaching. These include tools that allow users to ‘drag and drop’ data sets (e.g. RAW), tools designed to display particular data sets (e.g. eXplorer) and software libraries (e.g. D3.js). We report on a review of visualisation tools, where we have described the sorts of visualisations facilitated by each tool, along with features such as ease of use and cost. Data visualisations can give new insights into complex data sets, and can be used directly to reshape teaching. We map out teaching opportunities facilitated by different tool types. Understanding novel data visualisations has become an important element of statistical literacy, and so curricula should expose students to a wide variety of examples.","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"127 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129906252","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 African Data Initiative (ADI) is a highly collaborative project that aims to transform statistics education and how people use and understand data, both in Africa and beyond. The first major activity of ADI has been the development of R-Instat, a front-end to R, tailored to African needs and developed largely in Africa. This paper describes the background, initial activities and the principles of ADI. The principles provide structure to guide and communicate thinking behind ADI decision making, for both existing and future activities. The ADI collaboration exists primarily through a common desire to contribute towards Africa’s data revolution alongside a collective principal based approach.
{"title":"Seeding the African data initiative","authors":"D. Stern","doi":"10.52041/srap.17601","DOIUrl":"https://doi.org/10.52041/srap.17601","url":null,"abstract":"The African Data Initiative (ADI) is a highly collaborative project that aims to transform statistics education and how people use and understand data, both in Africa and beyond. The first major activity of ADI has been the development of R-Instat, a front-end to R, tailored to African needs and developed largely in Africa. This paper describes the background, initial activities and the principles of ADI. The principles provide structure to guide and communicate thinking behind ADI decision making, for both existing and future activities. The ADI collaboration exists primarily through a common desire to contribute towards Africa’s data revolution alongside a collective principal based approach.","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132743617","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}
Maxwell Fundi, D. Parsons, Lily Clements, Steven Ndungu, Alex Sananka, D. Stern, R. Stern
This poster focusses on the describe menu of R-Instat; in particular, features relating to data exploration. The exploration of data is fundamentally important for anyone working with data, yet it receives relatively little importance in many statistics courses. The poster illustrates some key aspects of tables and graphs in R-Instat and how they can be used to quickly get an overview of data. It shows how descriptive analyses are made into an easy and natural process, both to teach and to learn. We illustrate a wide variety of graphs that use ggplot2 in R, how to produce tables that are eye-catching and useful, and the similarities between tables and graphs. We can have a table of graphs or graphs where some of the cells have a table. Particular attention will be drawn to the value of a true problem based approach, where students start with a problem and some data and are free to use any appropriate analytic methods. The key to this approach is to have data which is rich enough that a combination of approaches yields more insights than any single analysis. Analyzing data can be fun!
{"title":"Key features and educational uses of the describe menu in r-instat","authors":"Maxwell Fundi, D. Parsons, Lily Clements, Steven Ndungu, Alex Sananka, D. Stern, R. Stern","doi":"10.52041/srap.17706","DOIUrl":"https://doi.org/10.52041/srap.17706","url":null,"abstract":"This poster focusses on the describe menu of R-Instat; in particular, features relating to data exploration. The exploration of data is fundamentally important for anyone working with data, yet it receives relatively little importance in many statistics courses. The poster illustrates some key aspects of tables and graphs in R-Instat and how they can be used to quickly get an overview of data. It shows how descriptive analyses are made into an easy and natural process, both to teach and to learn. We illustrate a wide variety of graphs that use ggplot2 in R, how to produce tables that are eye-catching and useful, and the similarities between tables and graphs. We can have a table of graphs or graphs where some of the cells have a table. Particular attention will be drawn to the value of a true problem based approach, where students start with a problem and some data and are free to use any appropriate analytic methods. The key to this approach is to have data which is rich enough that a combination of approaches yields more insights than any single analysis. Analyzing data can be fun!","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"58 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120822935","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 paper reports on the examination of group comparison strategies of primary school students in Germany (grade 4, age: 9-10 years), who were taught about group comparisons in a two-week statistics course. We present the design, the realization of the course and first empirical results of the evaluation. For the evaluation we gave the students a group comparison task before they attended the classroom activities and we gave them the same task after they had attended the classroom activities two weeks later. We collected the written notes from all students, analyzed the data with qualitative content analysis methods and compared the students ́ outcomes and strategies before and after the participation in the course. The results show that students show more elaborated group comparison strategies after attending the course.
{"title":"Primary school students ́ statistical reasoning when comparing groups","authors":"Daniel Frischemeier","doi":"10.52041/srap.17307","DOIUrl":"https://doi.org/10.52041/srap.17307","url":null,"abstract":"This paper reports on the examination of group comparison strategies of primary school students in Germany (grade 4, age: 9-10 years), who were taught about group comparisons in a two-week statistics course. We present the design, the realization of the course and first empirical results of the evaluation. For the evaluation we gave the students a group comparison task before they attended the classroom activities and we gave them the same task after they had attended the classroom activities two weeks later. We collected the written notes from all students, analyzed the data with qualitative content analysis methods and compared the students ́ outcomes and strategies before and after the participation in the course. The results show that students show more elaborated group comparison strategies after attending the course.","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128239108","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}
Maxwell Fundi, Lily Clements, D. Stern, R. Stern, François Renaud, Alex Sananka
In 21st century, there is an increasing need to have skills to derive meaning from the growing data around us. In Africa, too much of statistical teaching is theoretical. This leaves students with a lack of data handling skills, and often unprepared to find meaning in data. The African Data Initiative (ADI) aims to change this. A first step has been to develop R-Instat, an open-source, free software based on the increasingly used statistics software R. This paper explains some of the decisions behind R-Instat’s approach to encouraging descriptive analysis. It also proposes how this could support the teaching of good descriptive statistics.
{"title":"Describing data well in r-instat","authors":"Maxwell Fundi, Lily Clements, D. Stern, R. Stern, François Renaud, Alex Sananka","doi":"10.52041/srap.17203","DOIUrl":"https://doi.org/10.52041/srap.17203","url":null,"abstract":"In 21st century, there is an increasing need to have skills to derive meaning from the growing data around us. In Africa, too much of statistical teaching is theoretical. This leaves students with a lack of data handling skills, and often unprepared to find meaning in data. The African Data Initiative (ADI) aims to change this. A first step has been to develop R-Instat, an open-source, free software based on the increasingly used statistics software R. This paper explains some of the decisions behind R-Instat’s approach to encouraging descriptive analysis. It also proposes how this could support the teaching of good descriptive statistics.","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115261433","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}
Here, we introduce Isfahan Mathematics House (IMH) which is a community center that aims to provide a learning environment and opportunities for students and teachers at all levels for experiencing deeper understanding of mathematical concepts and developing creativity through working on real-life problems by team work and cooperation. Also, we will present some of IMH activities, then we will discuss the necessity of popularizing statistics among the public by promoting and enhancing statistics education among the teachers and students. The last part will be devoted to what we have done at mathematics houses for this enhancement, and why we established a statistics house in Isfahan.
{"title":"What are the mathematics houses in Iran and what they have done to popularize statistics?","authors":"M. Ghaemi, A. Rejali","doi":"10.52041/srap.17101","DOIUrl":"https://doi.org/10.52041/srap.17101","url":null,"abstract":"Here, we introduce Isfahan Mathematics House (IMH) which is a community center that aims to provide a learning environment and opportunities for students and teachers at all levels for experiencing deeper understanding of mathematical concepts and developing creativity through working on real-life problems by team work and cooperation. Also, we will present some of IMH activities, then we will discuss the necessity of popularizing statistics among the public by promoting and enhancing statistics education among the teachers and students. The last part will be devoted to what we have done at mathematics houses for this enhancement, and why we established a statistics house in Isfahan.","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115029276","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}
Through some research projects, studies have been carried out on the contents of essential university textbooks of Basic Statistics. Access to textbooks as “epistemological tutors of wise knowledge” is fundamental at the university level. At that level, instruction in statistics is primarily instrumental. An a priori analysis of the text allows us to identify and anticipate possible epistemological and didactic obstacles that present generalized difficulties and will generate frustrations and errors for some students. In this poster, we use the theoretical framework of Godino to present an analysis of text content that is incorporated into the integral study of the Institutional Meaning of Reference in the topic Confidence Intervals, in the Faculties of the National Universities in Argentina.
{"title":"An analysis of statistical texts through the meaning elements of godino","authors":"Teresita E. Terán, Augusto Nascimbene, D. Kohan","doi":"10.52041/srap.17704","DOIUrl":"https://doi.org/10.52041/srap.17704","url":null,"abstract":"Through some research projects, studies have been carried out on the contents of essential university textbooks of Basic Statistics. Access to textbooks as “epistemological tutors of wise knowledge” is fundamental at the university level. At that level, instruction in statistics is primarily instrumental. An a priori analysis of the text allows us to identify and anticipate possible epistemological and didactic obstacles that present generalized difficulties and will generate frustrations and errors for some students. In this poster, we use the theoretical framework of Godino to present an analysis of text content that is incorporated into the integral study of the Institutional Meaning of Reference in the topic Confidence Intervals, in the Faculties of the National Universities in Argentina.","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126249595","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}
Discussing higher education in Morocco, particularly about statistics, the talk reflects on the following points: • Interest of statistics • Place of statistics in education programs in Morocco • Difficulties in teaching statistics • Teachers of statistics and teaching methods • Suggestions for further increasing the penetration of statistics into curricula Various reforms of Moroccan education have consistently placed more emphasis on the teaching of statistics. This teaching is currently being introduced in most of the training streams, such as economics, management sciences, and agronomic sciences. Despite this positive development, there are a number of shortcomings in the teaching of statistics. There is an absence of statistical reasoning in students: the ability to analyze and interpret the results of calculations. Statistics courses are taught by teachers who have often been forced to teach it, usually mathematics teachers, who on the whole have a formal approach to statistics. The mathematician takes the place of the statistician, without considering more applied questions. In order to encourage better statistical understanding, we suggest the presence of experienced statisticians in any university or scientific research institution, in association if necessary; training seminars (Study visits, refresher courses, thematic networking of statisticians, etc.) in countries with more statistics education capacity; local training for researchers; participation in regional seminars; creation of courses of study more oriented towards statistical processing and data processing; and drafting and dissemination of guides to good statistical practice in experimentation, sampling and publication of results.
{"title":"Plenary lecture: the teaching of statistics in morocco l’enseignement de la statistique au maroc","authors":"Adil Marhoum","doi":"10.52041/srap.17103","DOIUrl":"https://doi.org/10.52041/srap.17103","url":null,"abstract":"Discussing higher education in Morocco, particularly about statistics, the talk reflects on the following points: • Interest of statistics \u2028 • Place of statistics in education programs in Morocco \u2028 • Difficulties in teaching statistics \u2028 • Teachers of statistics and teaching methods \u2028 • Suggestions for further increasing the penetration of statistics into curricula Various reforms of Moroccan education have consistently placed more emphasis on the teaching of statistics. This teaching is currently being introduced in most of the training streams, such as economics, management sciences, and agronomic sciences. Despite this positive development, there are a number of shortcomings in the teaching of statistics. There is an absence of statistical reasoning in students: the ability to analyze and interpret the results of calculations. Statistics courses are taught by teachers who have often been forced to teach it, usually mathematics teachers, who on the whole have a formal approach to statistics. The mathematician takes the place of the statistician, without considering more applied questions. \u2028 In order to encourage better statistical understanding, we suggest the presence of experienced statisticians in any university or scientific research institution, in association if necessary; training seminars (Study visits, refresher courses, thematic networking of statisticians, etc.) in countries with more statistics education capacity; local training for researchers; participation in regional seminars; creation of courses of study more oriented towards statistical processing and data processing; and drafting and dissemination of guides to good statistical practice in experimentation, sampling and publication of results.","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128517004","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}
Understanding statistical concepts is important for proper use of statistics. The idea of using simulations and dynamic graphics to foster understanding of statistical concepts is not new. In recent years, R became the lingua franca for statistical data analysis. While R graphical devices are not meant for display of animated graphics, my aim is to use base R graphics for display of animated graphical sequences. To enable dynamic graphics in R, I developed a package animatoR, which supports smooth transitions of graphical elements and simplifies preparation of animated displays. I will show some animations that can be useful for statistics teaching and present basic features of the animatoR package. The animatoR package is freely available at https://github.com/ablejec/animatoR.
{"title":"Presentation of statistical concepts with dynamic graphics and simulations in R","authors":"A. Blejec","doi":"10.52041/srap.17205","DOIUrl":"https://doi.org/10.52041/srap.17205","url":null,"abstract":"Understanding statistical concepts is important for proper use of statistics. The idea of using simulations and dynamic graphics to foster understanding of statistical concepts is not new. In recent years, R became the lingua franca for statistical data analysis. While R graphical devices are not meant for display of animated graphics, my aim is to use base R graphics for display of animated graphical sequences. To enable dynamic graphics in R, I developed a package animatoR, which supports smooth transitions of graphical elements and simplifies preparation of animated displays. I will show some animations that can be useful for statistics teaching and present basic features of the animatoR package. The animatoR package is freely available at https://github.com/ablejec/animatoR.","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123787287","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 purpose of this study was to explore selected reform-oriented practices centered on Problem- based Learning (PBL). The target group was developmental math instructors who provide formative level instruction that can be defining in developing quantitative reasoning. Data were collected using a 10-item scale developed from a set of criteria that focused on knowledge acquisition, critical thinking, active learning, multiple representations, skills development, and assessment. The majority of the PBL strategies were highly rated as either "usually" or "always" (ranging from 72% to 90%), however, some key strategies were lacking, particularly critical thinking, active learning, and multiple representations, which were rated as either "rarely" or "sometimes" (ranging from 39% to 63%). The results of this study provide insight into the use of PBL strategies designed to promote quantitative literacy among college students, and identifying instructor strengths and weaknesses that can be addressed in professional development programs.
{"title":"Problem-based learning as a pedagogical approach for preparing statistics graduates","authors":"Gerald Iacullo","doi":"10.52041/srap.17313","DOIUrl":"https://doi.org/10.52041/srap.17313","url":null,"abstract":"The purpose of this study was to explore selected reform-oriented practices centered on Problem- based Learning (PBL). The target group was developmental math instructors who provide formative level instruction that can be defining in developing quantitative reasoning. Data were collected using a 10-item scale developed from a set of criteria that focused on knowledge acquisition, critical thinking, active learning, multiple representations, skills development, and assessment. The majority of the PBL strategies were highly rated as either \"usually\" or \"always\" (ranging from 72% to 90%), however, some key strategies were lacking, particularly critical thinking, active learning, and multiple representations, which were rated as either \"rarely\" or \"sometimes\" (ranging from 39% to 63%). The results of this study provide insight into the use of PBL strategies designed to promote quantitative literacy among college students, and identifying instructor strengths and weaknesses that can be addressed in professional development programs.","PeriodicalId":421900,"journal":{"name":"Teaching Statistics in a Data Rich World IASE Satellite Conference","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127995088","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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