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Fostering Conceptual Understanding in Mathematical Statistics

机译:在数学统计中培养概念理解

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In many undergraduate statistics programs, the two-semester calculus-based mathematical statistics sequence is the cornerstone of the curriculum. However, 10years after the release of the Guidelines for the Assessment and Instruction in Statistics Education (GAISE) College Report, 2005, and the subsequent movement to stress conceptual understanding and foster active learning in statistics classrooms, the sequence still remains a traditional, lecture-intensive course. In this article, we discuss various instructional approaches, activities, and assessments that can be used to foster active learning and emphasize conceptual understanding while still covering the necessary theoretical content students need to be successful in subsequent statistics or actuarial science courses. In addition, we share student reflections on these course enhancements. The course revision we suggest doesn't require substantial changes in content, so other mathematical statistics instructors can implement these strategies without sacrificing concepts in probability and inference that are fundamental to the needs of their students. Supplementary materials, including code used to generate class plots and activity handouts, are available online.Received December 2014. Revised June 2015.
机译:在许多本科统计学课程中,基于两个学期微积分的数学统计学序列是课程的基石。但是,在2005年发布《统计教育评估和教学指南(GAISE)大学报告》十年后,以及随后强调概念理解和促进在统计课堂中积极学习的运动之后,该顺序仍然是传统的讲课活动,强化课程。在本文中,我们讨论了各种教学方法,活动和评估,这些方法可用于促进主动学习和强调概念性理解,同时仍涵盖学生在随后的统计学或精算科学课程中取得成功所需的必要理论内容。此外,我们分享了学生对这些课程增强的思考。我们建议的课程修订不需要实质性的内容变更,因此其他数理统计讲师可以实施这些策略而不会牺牲满足学生需求的概率和推断概念。补充材料,包括用于生成课堂情节和活动讲义的代码,可在线获得。2014年12月接收。2015年6月修订。

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