:SE: 00002384 :SE.TI: J. Appl. Math. Decis. Sci. :SE.IS: 1173-9126; 1532-7612 :IN: 00206011 :IN.PY: 2003 :IN.VO: 7 :IN.IS: 2 :IN.PT: :IN.XX: :DE: 02354813 :DE.ZM: :DE.PG: 123-131 :DE.AU: Nur, Darfiana; Mengersen, Kerrie :DE.TI: Considering ethnicity in teaching and learning statistics: should I worry about where my students come from? :DE.TO: :DE.SU: :DE.ID: doi:10.1155/S1173912603000129 :DE.VD: 0 :EM: :EM.AF: School of Mathematical and Physical Sciences, The University of Newcastle, Australia; School of Mathematical and Physical Sciences, The University of Newcastle, Australia :EM.LA: :EM.CC: :EM.UT: :EM.AB: Summary: In the past decade there has been strong interest in the special needs of overseas students attending Australian universities, with respect to teaching and learning. This paper reports on three action research studies that address the question of whether such issues remain in the teaching and learning of statistics in particular. :EM.MA: :EM.MT: :EM.AL: :EM.FL: :EM.EL: http://www.emis.de/journals/HOA/JAMDS/Volume7_2/131.html ; http://www.emis.de/journals/HOA/JAMDS/Volume7_2/131.pdf :EM.RL: :SE: 00002384 :SE.TI: J. Appl. Math. Decis. Sci. :SE.IS: 1173-9126; 1532-7612 :IN: 00206011 :IN.PY: 2003 :IN.VO: 7 :IN.IS: 2 :IN.PT: :IN.XX: :DE: 02354812 :DE.ZM: :DE.PG: 115-122 :DE.AU: Mortlock, M.Y.; Spencer, N.; Mengersen, K. :DE.TI: Supporting statistics in the workplace: experiences with two hospitals :DE.TO: :DE.SU: :DE.ID: doi:10.1155/S1173912603000117 :DE.VD: 0 :EM: :EM.AF: School of Mathematical Sciences, Queensland University of Technology, Australia; Office of Economic and Statistical Research, Queensland Treasury, Australia; School of Mathematical Sciences, Queensland University of Technology, Australia :EM.LA: :EM.CC: :EM.UT: :EM.AB: Summary: This paper provides some reflections on the promotion of lifelong learning in statistics in the workplace. The initiative from which the reflections are drawn is a collaboration between a university and two public hospitals, of which one of the stated aims is to develop statistical skills among the hospitals' researchers. This is realized in the provision of `biostatistical clinics' in which workplace teaching and learning of statistics takes place in one-on-one or small group situations. The central issue that is identified is the need to accommodate diversity: in backgrounds, motivations and learning needs of workplace learners (in this case medical researchers), in the workplace environments themselves and in the projects encountered. Operational issues for the statistician in providing such training are addressed. These considerations may reflect the experiences of the wider community of statisticians involved in service provision within a larger organization. :EM.MA: :EM.MT: :EM.AL: :EM.FL: :EM.EL: http://www.emis.de/journals/HOA/JAMDS/Volume7_2/122.html ; http://www.emis.de/journals/HOA/JAMDS/Volume7_2/122.pdf :EM.RL: :SE: 00002384 :SE.TI: J. Appl. Math. Decis. Sci. :SE.IS: 1173-9126; 1532-7612 :IN: 00206011 :IN.PY: 2003 :IN.VO: 7 :IN.IS: 2 :IN.PT: :IN.XX: :DE: 02354811 :DE.ZM: :DE.PG: 105-113 :DE.AU: MacGillivray, H.L. :DE.TI: Making statistics significant in a short course for graduates with widely-varying non-statistical backgrounds :DE.TO: :DE.SU: :DE.ID: doi:10.1155/S1173912603000105 :DE.VD: 0 :EM: :EM.AF: School of Mathematical Sciences, Queensland University of Technology, Australia :EM.LA: :EM.CC: :EM.UT: :EM.AB: Summary: Abstract. With reference to a short compulsory module for MBA students, this paper discusses how, despite a range of pressures and an extraordinary range of student backgrounds, fears and motivations, it is possible to quickly facilitate understanding and confidence in handling data and basic statistics for graduates in business and associated workplaces. Links and contrasts with a variety of undergraduate teaching scenarios help to enrich teaching and learning strategies, and the strategies and materials developed through interaction with the range of MBA students are transferable to other postgraduate coursework situations. In particular, the need for understanding and confidence in handling data and its presentation, in considering categorical and simple continuous data, and in understanding correlation and association, are common across many different workplaces and applications. :EM.MA: :EM.MT: :EM.AL: :EM.FL: :EM.EL: http://www.emis.de/journals/HOA/JAMDS/Volume7_2/113.html ; http://www.emis.de/journals/HOA/JAMDS/Volume7_2/113.pdf :EM.RL: :SE: 00002384 :SE.TI: J. Appl. Math. Decis. Sci. :SE.IS: 1173-9126; 1532-7612 :IN: 00206011 :IN.PY: 2003 :IN.VO: 7 :IN.IS: 2 :IN.PT: :IN.XX: :DE: 02354810 :DE.ZM: :DE.PG: 93-103 :DE.AU: Johnson, D.G.; John, J.A. :DE.TI: Use of demonstrations and experiments in teaching business statistics :DE.TO: :DE.SU: :DE.ID: doi:10.1155/S1173912603000099 :DE.VD: 0 :EM: :EM.AF: Loughborough University, UK; University of Waikato, New Zealand :EM.LA: :EM.CC: :EM.UT: :EM.AB: Summary: The aim of a business statistics course should be to help students think statistically and to interpret and understand data, rather than to focus on mathematical detail and computation. To achieve this students must be thoroughly involved in the learning process, and encouraged to discover for themselves the meaning, importance and relevance of statistical concepts. In this paper we advocate the use of experiments and demonstrations as aids to achieving these goals. A number of demonstrations are given which can be used to illustrate and explain some key statistical ideas. :EM.MA: :EM.MT: :EM.AL: :EM.FL: :EM.EL: http://www.emis.de/journals/HOA/JAMDS/Volume7_2/103.html ; http://www.emis.de/journals/HOA/JAMDS/Volume7_2/103.pdf :EM.RL: :SE: 00002384 :SE.TI: J. Appl. Math. Decis. Sci. :SE.IS: 1173-9126; 1532-7612 :IN: 00206011 :IN.PY: 2003 :IN.VO: 7 :IN.IS: 2 :IN.PT: :IN.XX: :DE: 02354809 :DE.ZM: :DE.PG: 85-92 :DE.AU: Graham, Petra L.; Notz, William I.; Pearl, Dennis K.; Stasny, Elizabeth A. :DE.TI: Electronic resources: the Ohio State University EESEE project :DE.TO: :DE.SU: :DE.ID: doi:10.1155/S1173912603000087 :DE.VD: 0 :EM: :EM.AF: Statistics, School of Mathematical and Physical Sciences, University of Newcastle, Australia; Department of Statistics, The Ohio State University, USA; Department of Statistics, The Ohio State University, USA; Department of Statistics, The Ohio State University, USA :EM.LA: :EM.CC: :EM.UT: :EM.AB: Summary: Electronic resources aid in the teaching and learning of statistics by providing data that may be used interactively by teachers and students. By interacting with the data students are encouraged to discover knowledge and thereby gain a deeper understanding of statistical concepts. The Electronic Encyclopedia of Statistical Examples and Exercises (EESEE) is an electronic resource that includes over 80 `real-world' examples about the uses and abuses of statistics. These examples are drawn from published and printed media and the diverse range of subject-matter areas make it suitable for use in any statistics course. :EM.MA: :EM.MT: :EM.AL: :EM.FL: :EM.EL: http://www.emis.de/journals/HOA/JAMDS/Volume7_2/92.html ; http://www.emis.de/journals/HOA/JAMDS/Volume7_2/92.pdf :EM.RL: :SE: 00002384 :SE.TI: J. Appl. Math. Decis. Sci. :SE.IS: 1173-9126; 1532-7612 :IN: 00206011 :IN.PY: 2003 :IN.VO: 7 :IN.IS: 2 :IN.PT: :IN.XX: :DE: 02354808 :DE.ZM: :DE.PG: 75-83 :DE.AU: Davies, Neville; Connor, Doreen; Spencer, Nancy :DE.TI: An international project for the development of data handling skills of teachers and pupils :DE.TO: :DE.SU: :DE.ID: doi:10.1155/S1173912603000075 :DE.VD: 0 :EM: :EM.AF: The Royal Statistical Society Centre for Statistical Education, Nottingham Trent University, UK; The Royal Statistical Society Centre for Statistical Education, Nottingham Trent University, UK; Office for Economic and Statistical Research, Queensland Treasury, Brisbane, Australia :EM.LA: :EM.CC: :EM.UT: :EM.AB: Summary: In this paper we provide an overview of the international CensusAtSchool project, designed, written and implemented first in the UK from October 2000 - April 2001 for pupils aged 7 -16 in primary and secondary schools. It has been adapted for similar aged school children in South Africa and Australia and was implemented in those countries in July and October 2001, respectively. We present our motivation, aims and objectives for carrying out such a project and show some results of analysis from the returns we have received from all three countries. Key outputs from the project include: worksheets that are suitable for enhancing data handling skills of pupils; a training course that wraps information and communications technology with data handling skills that is suitable to enhance the professional development of teachers; a raised awareness amongst pupils and teachers of the need to properly collect, present and analyze primary data; a contribution to improving the statistical numeracy and thinking skills of both teachers and pupils. :EM.MA: :EM.MT: :EM.AL: :EM.FL: :EM.EL: http://www.emis.de/journals/HOA/JAMDS/Volume7_2/83.html ; http://www.emis.de/journals/HOA/JAMDS/Volume7_2/83.pdf :EM.RL: :SE: 00002384 :SE.TI: J. Appl. Math. Decis. Sci. :SE.IS: 1173-9126; 1532-7612 :IN: 00206011 :IN.PY: 2003 :IN.VO: 7 :IN.IS: 2 :IN.PT: :IN.XX: :DE: 02354807 :DE.ZM: :DE.PG: 65-73 :DE.AU: Porter, Anne; Griffiths, David; Hedberg, John :DE.TI: From classroom to online teaching: experiences in improving statistics education :DE.TO: :DE.SU: :DE.ID: doi:10.1155/S1173912603000063 :DE.VD: 0 :EM: :EM.AF: School of Mathematics and Applied Statistics, University of Wollongong Australia, Australia; School of Mathematics and Applied Statistics, University of Wollongong Australia, Australia; Faculty of Education, University of Wollongong Australia, Australia :EM.LA: :EM.CC: :EM.UT: :EM.AB: Summary: This study used reflective practitioner methodology to investigate how to improve the quality of statistical education. During the study, this methodology, curricula, pedagogical practices, assessment and a framework for learning to learn statistics were all developed as means of improving the quality of statistical education. Also documented was the move from being a classroom teacher of statistics to a teacher who is developing learning resources for online delivery to students. For a classroom teacher, flexible delivery has meant drawing on the sights, sounds, movement, quiet and live shows. By contrast, the online teacher feels the constraints of translating activity based programs to technologically based programs. As more students have chosen to rely on online materials rather than classroom activities, the focus of improving quality has been extended to the enrichment of online resources, so that the learning experience is not second to that of the classroom. :EM.MA: :EM.MT: :EM.AL: :EM.FL: :EM.EL: http://www.emis.de/journals/HOA/JAMDS/Volume7_2/73.html ; http://www.emis.de/journals/HOA/JAMDS/Volume7_2/73.pdf :EM.RL: .