Technological Tools in the Introductory Statistics Classroom: Effects on Student Understanding of Inferential Statistics |
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Authors: | Maria Meletiou-Mavrotheris |
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Institution: | (1) Cyprus Ministry of Education, Cyprus |
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Abstract: | While technology has become an integral part of introductory statistics courses, the programs typically employed are professional
packages designed primarily for data analysis rather than for learning. Findings from several studies suggest that use of
such software in the introductory statistics classroom may not be very effective in helping students to build intuitions about
the fundamental statistical ideas of sampling distribution and inferential statistics. The paper describes an instructional
experiment which explored the capabilities of Fathom, one of several recently-developed packages explicitly designed to enhance
learning. Findings from the study indicate that use of Fathom led students to the construction of a fairly coherent mental
model of sampling distributions and other key concepts related to statistical inference. The insights gained point to a number
of critical ingredients that statistics educators should consider when choosing statistical software. They also provide suggestions
about how to approach the particularly challenging topic of statistical inference.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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Keywords: | dynamic software educational software inferential statistics introductory statistics sampling distribution |
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