•Journal•ISSN: 1069-1898
Journal of Statistics Education
American Statistical Association
About: Journal of Statistics Education is an academic journal. The journal publishes majorly in the area(s): Statistics education & Teaching method. It has an ISSN identifier of 1069-1898. It is also open access. Over the lifetime, 572 publications have been published receiving 13142 citations.
Papers published on a yearly basis
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TL;DR: In this article, the authors discuss common approaches to presenting the topic of skewness in the classroom, and explain why students need to know how to measure it in order to understand it.
Abstract: This paper discusses common approaches to presenting the topic of skewness in the classroom, and explains why students need to know how to measure it. Two skewness statistics are examined: the Fisher-Pearson standardized third moment coefficient, and the Pearson 2 coefficient that compares the mean and median. The former is reported in statistical software packages, while the latter is all but forgotten in textbooks. Given its intuitive appeal, why did Pearson 2 disappear? Is it ever useful? Using Monte Carlo simulation, tables of percentiles are created for Pearson 2. It is shown that while Pearson 2 has lower power, it matches classroom explanations of skewness and can be calculated when summarized data are available. This paper suggests reviving the Pearson 2 skewness statistic for the introductory statistics course because it compares the mean to the median in a precise way that students can understand. The paper reiterates warnings about what any skewness statistic can actually tell us.
626 citations
TL;DR: This paper reviewed the role of affect and attitudes in the learning of statistics, and explored assessment methods teachers can use to gauge students' dispositions regarding statistics and assess attitudes and beliefs of students.
Abstract: While many teachers of statistics are likely to focus on transmitting knowledge, many students are likely to have trouble with statistics due to non-cognitive factors, such as negative attitudes or beliefs towards statistics Such factors can impede learning of statistics, or hinder the extent to which students will develop useful statistical intuitions and apply what they have learned outside the classroom This paper reviews the role of affect and attitudes in the learning of statistics, critiques current instruments for assessing attitudes and beliefs of students, and explores assessment methods teachers can use to gauge students' dispositions regarding statistics
382 citations
TL;DR: This paper defines statistical reasoning and reviews research on this topic, and a model of statistical reasoning is presented, and suggestions are offered for assessing statistical reasoning.
Abstract: This paper defines statistical reasoning and reviews research on this topic. Types of correct and incorrect reasoning are summarized, and statistical reasoning about sampling distributions is exami...
300 citations
TL;DR: The important elements that comprise statistical literacy are discussed, and examples of how I promote each element in my courses are provided, and the importance of and ways to move beyond the “what” of statistics to the "how" and "why" of statistics are stressed.
Abstract: In this paper, I will define statistical literacy (what it is and what it is not) and discuss how we can promote it in our introductory statistics courses, both in terms of teaching philosophy and ...
286 citations
TL;DR: Suggestions are given for direct instruction aimed at developing “habits of mind” for statistical thinking in students, and suggestions for assessing students' ability to think statistically.
Abstract: This paper focuses on a third arm of statistical development: statistical thinking. After surveying recent definitions of statistical thinking, implications for teaching beginning students (includi...
267 citations