How to Teach Statistics?

8/2/2019 How to Teach Statistics?

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How to Teach Statistics

Generally we ignore how to teach section when we create syllabusfor any subject at graduation or post graduation level (?). We thinkteaching methodology has non significant role (and knowledge ofcontent is sufficient) for higher education. I feel major problem ofhigher education is not giving emphasis on research of teaching oftopics belonging to particular subject (and incorporating outcomes ofresearches in their course curriculum). With own efforts few peopleget capability to understand and feel complex ideas of particularsubject but bulk of students fail. I do not know whether teachers willagree with me or not, I have strong feeling that purpose of teachinga particular topic of subject should not be learning that part ofsubject but should be how to learn particular aspect of that subject.

Fortunately lot of researches has been done in recent years in thefield of statistics teaching. If students do not make sense of what weteach both in terms of their own day-to-day language, and in termsof the language of mathematics and computation, they maycompartmentalize it, and respond to tasks instrumentally orrobotically. Accommodating these thee aspects in teaching is realchallenge of teaching in statistics. As I discussed in my previous blog,Statistics syllabus should be divided for user and tool developer. Atuser level (UG level) mathematical complexity should be minimum.

More emphasis should be on formulating the problem, assumptionand interpretation of methods. Simulation (in place of mathematicalproofs) should be used to generate confidence.

There are many benefits of teaching with simulation. First, simulationis an important tool used by statisticians to solve problems, sostudents need to learn how to use simulation as a statistical problemsolving tool. Second, simulating data can help students visualize andbuild a deep understanding of difficult and abstract statisticalconcepts, and to see dynamic processes, rather than static figuresand illustrations. Third, simulations provide students a way to

informally address questions involving statistical inference, beforeformally studying this topic with mathematical proof later in a class.Fourth, simulations provide a way to actively engage students inmaking and testing conjectures about data, developing theirreasoning about statistical concepts and procedures.

It is not necessary that software used for data analysis may besuitable for teaching purpose also. For example, sampling SIM (seebelow for reference) is useful for teaching sampling distribution,confidence interval and p value

It is teachers believe for purpose of learning, which differentiategood teaching from bad one. Data should be used in teaching (should


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i. Guidelines for Assessment and Instruction in StatisticsEducation (GAISE)

j. Collage Board(2) Books

a. The assessment challenge in statistics educationb. The training of statisticians round the world

(3) Papers and articlesa. Statistics education as a field for research and practiceb. DelMas, R.C. and Joan Garfield: Assessment as a means

of instructionc. Garfield Joan: The role of assessment in research on

teaching and learning statistics(4) Use of simulation in statistics teaching

a. Teaching with data simulationb. Sampling SIM: Free software for exploring nature of

sampling distributionc. Sporting material for Sampling SIM to teach sampling

distribution , confidence interval and p valued. A model of classroom research in action: developing

simulation activities to improve students' statisticalreasoning

e. Resampling: The New Statistics(5) Teaching with data

a. What is teaching with datab. Dataset with their description and covering note (for

practical of UG and PG Classes). These data set has beenprepared by A.P.Gore, S.A.Paranjpe, M.B.Kulkarni ofPune University

(6) Sites for general teaching tipsa. Newer views of learningb. Teaching tipsc. Site of Dr. Leslie Owen Wilson'sd. Teaching methodse. Bloom taxonomy for learningf. Learning quotes

g. Faculty focush. The teaching professors blog

(7) Use of web in teachinga. Blended learningb. Reflections on use of blended learningc. Webquest: Use of data (and information) at webd. 99 excellent sites for teacherse. 20 reasons why students should blog
http://www.dartmouth.edu/~chance/teaching_aids/teaching_aids.htmlhttp://it.stlawu.edu/~rlock/gaise/http://it.stlawu.edu/~rlock/gaise/http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.htmlhttp://www.stat.auckland.ac.nz/~iase/publications/assessbk/http://www.stat.auckland.ac.nz/~iase/publications.php?show=train1987http://www.ugr.es/~batanero/ARTICULOS/BataneroregularlectureICME.pdfhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/aera1999/assessment.htmhttp://www.tc.umn.edu/~delma001/stat_tools/aera1999/assessment.htmhttp://serc.carleton.edu/sp/library/datasim/index.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/software.htmhttp://www.tc.umn.edu/~delma001/stat_tools/tools_samp_dist.htmhttp://www.tc.umn.edu/~delma001/stat_tools/tools_samp_dist.htmhttp://www.tc.umn.edu/~delma001/stat_tools/tools_conf_intv.htmhttp://www.tc.umn.edu/~delma001/stat_tools/tools_p_value.htmhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://iperf_open%28%27http//www.resample.com/content/text/index.shtml','ResamplingBook','height=480,width=640,dependent=0,fullscreen=0,location=1,menubar=1,resizable=1,scrollbars=1,status=0,toolbar=1','Pag0');http://serc.carleton.edu/sp/library/teachingwdata/What.htmlhttp://stats.unipune.ernet.in/Databook/DatasetsPUNE/http://stats.unipune.ernet.in/Databook/Description/http://stats.unipune.ernet.in/Databook/START/Introduction.dochttp://www.uwsp.edu/Education/lwilson/learning/index.htmhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htmhttp://www.uwsp.edu/Education/lwilson/index.htmhttp://serc.carleton.edu/sp/library/pedagogies.htmlhttp://www.nwlink.com/~Donclark/hrd/bloom.htmlhttp://www.nwlink.com/~Donclark/hrd/learnqt.htmlhttp://www.facultyfocus.com/free-reports/http://www.teachingprofessor.com/bloghttp://en.wikipedia.org/wiki/Blended_learninghttp://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtfhttp://en.wikipedia.org/wiki/WebQuesthttp://www.onlineclasses.org/2009/11/11/99-excellent-advice-sites-for-teachers/http://murcha.wordpress.com/2008/03/14/20-reasons-why-students-should-blog/http://it.stlawu.edu/~rlock/gaise/http://it.stlawu.edu/~rlock/gaise/http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.htmlhttp://www.stat.auckland.ac.nz/~iase/publications/assessbk/http://www.stat.auckland.ac.nz/~iase/publications.php?show=train1987http://www.ugr.es/~batanero/ARTICULOS/BataneroregularlectureICME.pdfhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/aera1999/assessment.htmhttp://www.tc.umn.edu/~delma001/stat_tools/aera1999/assessment.htmhttp://serc.carleton.edu/sp/library/datasim/index.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/software.htmhttp://www.tc.umn.edu/~delma001/stat_tools/tools_samp_dist.htmhttp://www.tc.umn.edu/~delma001/stat_tools/tools_samp_dist.htmhttp://www.tc.umn.edu/~delma001/stat_tools/tools_conf_intv.htmhttp://www.tc.umn.edu/~delma001/stat_tools/tools_p_value.htmhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://www.tc.umn.edu/~delma001/stat_tools/jmm_2002/assess_instruct.htmlhttp://iperf_open%28%27http//www.resample.com/content/text/index.shtml','ResamplingBook','height=480,width=640,dependent=0,fullscreen=0,location=1,menubar=1,resizable=1,scrollbars=1,status=0,toolbar=1','Pag0');http://serc.carleton.edu/sp/library/teachingwdata/What.htmlhttp://stats.unipune.ernet.in/Databook/DatasetsPUNE/http://stats.unipune.ernet.in/Databook/Description/http://stats.unipune.ernet.in/Databook/START/Introduction.dochttp://www.uwsp.edu/Education/lwilson/learning/index.htmhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htmhttp://www.uwsp.edu/Education/lwilson/index.htmhttp://serc.carleton.edu/sp/library/pedagogies.htmlhttp://www.nwlink.com/~Donclark/hrd/bloom.htmlhttp://www.nwlink.com/~Donclark/hrd/learnqt.htmlhttp://www.facultyfocus.com/free-reports/http://www.teachingprofessor.com/bloghttp://en.wikipedia.org/wiki/Blended_learninghttp://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtfhttp://en.wikipedia.org/wiki/WebQuesthttp://www.onlineclasses.org/2009/11/11/99-excellent-advice-sites-for-teachers/http://murcha.wordpress.com/2008/03/14/20-reasons-why-students-should-blog/

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How to Teach Statistics?