On Simulation and the Teaching of Statistics
Identifieur interne : 002D94 ( Istex/Curation ); précédent : 002D93; suivant : 002D95On Simulation and the Teaching of Statistics
Auteurs : Ted Hodgson [États-Unis] ; Maurice Burke [États-Unis]Source :
- Teaching Statistics [ 0141-982X ] ; 2000-10.
Descripteurs français
- Wicri :
- topic : éducation à l'environnement, Simulation.
English descriptors
- KwdEn :
- American chapter, Black cards, Central limit theorem, Conceptual underpinnings, Conceptual understanding, Environmental education, Eric clearinghouse, Frequency histogram, Histogram, Hodgson, Informal assessment, Instructional tool, International group, Large sample sizes, Mathematics education, Montana state university, Numerical values, Other hand, Random samples, Relative frequency distribution, Sample size, Sampling activity, Sampling distribution, Sampling distribution activity, Sampling distributions, Sampling technique, Sampling techniques, Simulation, Simulationbased instruction, Statistical concepts, Statistical ideas, Statistical power, Statistics classroom, Statistics education, Teaching statistics.
- Teeft :
- American chapter, Black cards, Central limit theorem, Conceptual underpinnings, Conceptual understanding, Environmental education, Eric clearinghouse, Frequency histogram, Histogram, Hodgson, Informal assessment, Instructional tool, International group, Large sample sizes, Mathematics education, Montana state university, Numerical values, Other hand, Random samples, Relative frequency distribution, Sample size, Sampling activity, Sampling distribution, Sampling distribution activity, Sampling distributions, Sampling technique, Sampling techniques, Simulation, Simulationbased instruction, Statistical concepts, Statistical ideas, Statistical power, Statistics classroom, Statistics education, Teaching statistics.
Abstract
The use of simulation as an instructional tool can promote a deep conceptual understanding of statistics and lead to misunderstandings. Teachers need to be aware of the misconceptions that can arise as a result of simulation and carefully structure classroom activities so as to derive the benefits of this powerful instructional tool.
Url:
DOI: 10.1111/1467-9639.00033
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<term>Sampling distribution</term>
<term>Sampling distribution activity</term>
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<term>Eric clearinghouse</term>
<term>Frequency histogram</term>
<term>Histogram</term>
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<term>Other hand</term>
<term>Random samples</term>
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<term>Sample size</term>
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<term>Sampling distribution</term>
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<term>Statistical ideas</term>
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<term>Statistics education</term>
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<front><div type="abstract" xml:lang="en">The use of simulation as an instructional tool can promote a deep conceptual understanding of statistics and lead to misunderstandings. Teachers need to be aware of the misconceptions that can arise as a result of simulation and carefully structure classroom activities so as to derive the benefits of this powerful instructional tool.</div>
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