• Honam Mathematical Journal
• /
• v.31 no.4
• /
• pp.541-558
• /
• 2009

Anecdotes can produce an emotional and simple response that decreases stress and anxiety in a classroom. The use of anecdotes in building concepts of statistics can support an effective way of teaching and learning statistics. Particularly, we demonstrate several anecdotes including pictures as the medium of image that are designed to motivate statistical ideas by placing them at the beginning of a lecture and by appealing to prospective teachers weighed down. Our purpose is that under the constructivist view, prospective teachers have an opportunity effectively to teach statistical concepts using humorous anecdotes and to experience significant beliefs on identifying some frequent misconceptions in statistics. At this procedure, the anecdotal teaching practice is concerned with describing and evaluating many humorous anecdotes we have found useful in teaching introductory statistics. We hope that this paper can be helpful to prospective teachers who will teach students such topics as descriptive statistics, sampling, and hypothesis testing.

• The Korean Journal of Applied Statistics
• /
• v.26 no.3
• /
• pp.421-429
• /
• 2013

Modern statistics is used in many fields; however many users face difficulties in understanding statistical concepts. On the other hand, elementary school curriculum covers stem and leaf plot, pie chart, charts for proportional data as well as descriptive statistics including the mean. We find that an "intuitive" statistical package focused on 5-8 graders for statistical education will help future statistics users understand statistical concepts at earlier stages of their lives.

• The Korean Journal of Applied Statistics
• /
• v.27 no.3
• /
• pp.487-500
• /
• 2014

The elementary school curriculum includes some statistical concepts and many graphical methods. However, statistical concepts are difficult to understand; consequently, many of those graphs and numerical summaries are obtained by hand. We develop an intuitive statistics education package called Tong-Gramy focused on 5-8 graders to help students and teachers study statistics. This software covers numerical and graphical statistics that appear in 5-8 graders' textbooks. The graphs provided are dynamically linked to data and every graph is linked to every datum. The graphs of Tong-Gramy are dynamic graphs and morphing technology is used where applicable.

• Communications for Statistical Applications and Methods
• /
• v.2 no.1
• /
• pp.201-208
• /
• 1995

In the last years there has been growing interest in concepts of positive dependence for families of random variables such that concepts are considerable us in deriving inequalities in probability and statistics. Lehman introdued various concepts of positive dependence for bivariate random variables. A much stronger notions of positive dependence were later considered by Esary, Proschan, and Walkup. Ahmed et al and Ebrahimi and Ghosh also obtained multivariate versions of various bivariate positive dependence as descrived by Lehman. See also Block al. Glaz and Johnson an Barlow and Proschan and the references there. Multivariate processes arise when instead of observing a single process we observe several processes, say $X_19t), \cdots, X_n(t)$ simultaneously. For example, in an engineering context we may want to study the simultaneous variation of current and voltage, or temperature, pressure and volume over time. In economics we may be interested in studying inflation rates and money supply, unemployment and interest rates. We could of course, study each quantity on its own and treat each as a separate univariate process. Although this would give us some information about each quantity it could never give information about the interrelationship between various quantities. This leads us to introduce some concepts of positive and for multivariate stochastic processes. The concepts of positive dependence have subsequently been extended to stochastic processes in different directions by many authors.

• Communications for Statistical Applications and Methods
• /
• v.11 no.2
• /
• pp.329-343
• /
• 2004

With advancement of computer and network, world wide web(WWW) as a medium of information communication is generalized in many fields. In educational aspect, applications of WWW as alternative media for class teachings or printed matters are increasing. In this article, we demonstrate a web-based electronic text on the 'probability and statistics' which is one of six fields of mathematics in the 7th curriculum. This text places importance on comprehension of concepts of probability and statistics as an applied science.

• The Mathematical Education
• /
• v.42 no.4
• /
• pp.561-577
• /
• 2003

Because statistical concepts are important parts in school mathematics, mathematics teachers have trained by special education model. In this study, a desirable direction of curriculum on probability and statistics at pre-service for mathematics teacher is considered. We proposed four subjects as Exploration and Analysis of Data for Mathematics Teacher, Probability and Statistics I, II for Mathematics Teacher and Statistical Software for Mathematics, and suggested the constituents and something being kept in mind for each subject.

• Journal of the Korean Data and Information Science Society
• /
• v.19 no.4
• /
• pp.1281-1288
• /
• 2008

The purpose of this study is to consider the efficient methods for introducing the confidence interval. We explain various concepts and approaches about the confidence interval estimation. Computing methods for calculating the efficient confidence interval are suggested.

• Communications for Statistical Applications and Methods
• /
• v.3 no.3
• /
• pp.235-245
• /
• 1996

In this paper, a partial ordering of positive quadrant dependence(PQD) for bivariate stochastic processes are introduced and basic properties and closure under certain statistical operations are derived. Examples are given to illustrate these concepts

• The Mathematical Education
• /
• v.54 no.3
• /
• pp.223-240
• /
• 2015

This study qualitatively investigates the nature of the challenges that a student who is highly successful in mathematics faces in learning college-level elementary statistics. The study draws on the constructs of eagerness, flexibility and willingness to characterize the necessary disposition for critical thinking that is essential in learning statistics. The case study is based on data collected through a survey assessment and a follow-up interview with a mathematics major enrolled in an elementary college statistics course at the time of the study. The qualitative analysis relies on the student's verbal descriptions of the challenges he was experiencing in the course. The findings suggest that while his strong inclination towards inquisitive learning and strong understanding of mathematical concepts supported this student's mathematics learning, the same characteristics might have been causing him difficulties in learning college-level elementary statistics.

• School Mathematics
• /
• v.13 no.3
• /
• pp.423-446
• /
• 2011

In school mathematics, concepts of definite integral and integration by substitution have mathematical connection with introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. However, we have difficulty in finding mathematical connection between integration and continuous probability distribution in the curriculum manual, 13 kinds of 'Basic Calculus and Statistics' and 10 kinds of 'Integration and Statistics' authorized textbooks, and activity books applied to the revised curriculum. Therefore, the purpose of this study is to provide a teaching method connected with mathematical concepts of integral in regard to three concepts in continuous probability distribution chapter-introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. To find mathematical connection between these three concepts and integral, we analyze a survey of student, the revised curriculum manual, authorized textbooks, and activity books as well as 13 domestic and 22 international statistics (or probability) books. Developed teaching method was applied to actual classes after discussion with a professional group. Through these steps, we propose the result by making suggestions to revise curriculum or change the contents of textbook.