Modeling For Analysis Interpreting Statistical Reasoning
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Modeling for Analysis: Interpreting Statistical Reasoning
Author: Pasquale De Marco
language: en
Publisher: Pasquale De Marco
Release Date: 2025-03-08
This book is a comprehensive introduction to statistical reasoning, designed for students and researchers who may not have a calculus background. It covers the fundamental concepts of statistics, including probability, hypothesis testing, confidence intervals, analysis of variance, regression analysis, and nonparametric statistics. The book also includes chapters on time series analysis, Bayesian statistics, machine learning, and data visualization. Written in a clear and concise style, with a focus on real-world examples and applications, this book provides readers with the tools and techniques they need to analyze data and draw meaningful conclusions from it. Readers will learn how to use statistical methods to solve problems in a variety of fields, including business, psychology, education, and the social sciences. One of the key strengths of this book is its focus on practical applications. Each chapter includes worked examples and exercises that allow readers to apply the concepts they have learned to real-world data. The book also includes a number of case studies that illustrate how statistical methods can be used to solve real-world problems. Another strength of this book is its emphasis on critical thinking. Readers are encouraged to question the assumptions underlying statistical methods and to be aware of the limitations of those methods. The book also includes a chapter on ethical considerations in statistical practice, which helps readers to understand the importance of using statistics responsibly. Overall, this book is an ideal resource for students and researchers who want to learn how to use statistics to make sense of the world around them. It is a comprehensive and accessible introduction to statistical reasoning, with a focus on practical applications and critical thinking. If you like this book, write a review!
Developing Students’ Statistical Reasoning
Author: Joan Garfield
language: en
Publisher: Springer Science & Business Media
Release Date: 2008-09-08
Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students’ learning. This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book’s message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what I’m doing now really the best thing for my students? What could I do better?" J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USA This is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from theliterature should be tremendously helpful for those involved in teaching and researching introductory courses. Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA
Third International Handbook of Mathematics Education
Author: M.A. (Ken) Clements
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-11-15
The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.