10th International
Conference on
Teaching Statistics
8 – 13 July 2018
Kyoto, Japan

Contributed papers

C100  Enabling Students to Transitioning Beyond the Basics to Understanding and AssimilationTimothy E. O'Brien (US)
C102  Preservice Mathematics Teachers' TPACK Development in Statistics Teaching: A Microteaching Lesson StudyGamze Kurt Birel (Turkey)
C103  Developments of teachers’ knowledge facets in teaching statistics with digital tools measured with retrospective self-assessmentRalf Nieszporek (Germany)
C104  Cognitive transfer assessment in post-secondary statisticsMatthew Beckman (United States)
C105  School students’ skills to compare datasetsBurkhard Priemer (Germany)
C107  An ontology-based enriched ebook for teaching statisticsJean-Marc Meunier (France)
C108  Attitudes & Beliefs in Statistics Learning for Social Science Graduate studentsErin Scott-Stewart (United States)
C109  An Investigation of The Effective Statistics Learning Approach for Students with Social Science BackgroundLiuli Huang (United States)
C110  Simulations for addicts of gamblingPiet Van Blokland (Nederland)
C112  High school, TinkerPlots, Fathom… and Independence and ANOVA. How come?Hugo Hernández (México)
C113  Enhancing Statistical Literacy through Real World Examples: A Collaborative StudySashi Sharma (New Zealand)
C114  A funny way to understand randomnessAna Meireles (Portugal)
C115  Social and Economic Networks and Financial Literacy in Statistics Classes: Lessons and ExperiencesPeter Kovacs (Hungary)
C117  Statistics: A Window to Understanding DiversityMahtash Esfandiari (United States)
C118  Do Video Clips and Online Self-tests have Added Value in Educating Statistics ?Elly Korendijk (Netherlands)
C119  Dunning-Kruger effect for students taking statistics coursesCarl Lee (United States)
C120  Graduate Students Teaching Statistics: Their Experiences In Community and Beliefs About TeachingNicola Justice (United States)
C121  Innovations in statistical training: reflections from the UK Q-Step InitiativeJackie Carter (United Kingdom)
C124  The use of a story-based task to explore sampling distributionsCollette Lemieux (Canada)
C125  Towards a research-based framework for statistics educationDarren Macey (United Kingdom)
C127  Characteristics of in-school Bachelor of Science in Statistics students: Inputs for human resources in Central PhilippinesRachel Luz Rica (PHILIPPINES)
C128  Using Playful Learning in a Large Classroom Introductory Statistics CourseChristina Andersson (Germany)
C130  Appetizers and Desserts in Teaching StatisticsJosefina Almeda (Philippines)
C131  Effect size and statistical inferenceJeffrey Witmer (United States)
C132  Statistical Trend and Distribution of the Reported Under-Five Mortality in a Government Children Hospital, Lagos-NigeriaAdeyemi Aromolaran (Nigeria)
C133  Promoting civic statistics for future mathematics teachersAchim Schiller (Germany)
C135  Data-Driven Learning Strategy in Introductory Statistics CoursesXiaoyi Ji (United States)
C136  Consideration how a statistical method should be learned for a junior high school student using realistic scenariosKosuke Mineno (Japan)
C138  Statistical Contents and Lessons in the Japanese Curriculum of Mathematics for Upper Secondary SchoolsYuichi Oguchi (Japan)
C139  Teaching practice of "analysis of data" using computer games ‐Team making with Quality Control problem solving method‐Tomomi Masuda (Japan)
C141  An education curriculum for developing analytical system engineer being good at statisticsNaoko Sakurai (Japan)
C142  Perspectives in Teaching Statistics in a Pedagogy Course in DEAuriluci Figueiredo (Brazil)
C143  Early Childhood Experiences In Inferential Statistics Using An Inquiry ApproachDebra McPhee (Australia)
C145  The Accessibility Analysis of Senior High School Statistics Texts in Indonesian TextbooksNurul Taflihati Masykar (Taiwan)
C146  Building a culture of data driven decision making in higher education using data warehousingJohnson Mwangi (Kenya)
C147  The Effect of the Structure of Contingency Table Data on Students’ InferencesTing-Ying Chu (Taiwan)
C149  Teacher knowledge for the teaching of statistical problem solving at school levelEun-Sung Ko (Korea)
C152  Decision-making in uncertainty-infused learning situations with experiments in physics classesTobias Ludwig (Germany)
C155  Using R to teach statisticsCharles Taylor (United Kingdom)
C156  The analysis of data distributions presented in the Indonesian and English college textbooks based on statistical cognition and meanings of dataKhairiani Idris (Indonesia)
C158  Comparing Instructor Created vs. Externally Created Homework Assignments And Their Effects On Exam ScoresDavid Swart (United States)
C159  Impacts of A Teaching Statistics MOOC on Educators’ Perspectives and PracticeGemma Mojica (US)
C163  Using ICT's for to Introduce to StatisticCarlos Mantilla (Colombia)
C164  An Investıgatıon of Mıddle School Mathematıcs Teachers' Knowledge For Teachıng Measures of Central TendencyRamazan Gürel (Turkey)
C167  Can a Simulation-Based Inference course be flipped?Noelle Pablo (United States)
C168  An Integrative Work in Statistical ClassesDiana Kohan (Argentina)
C170  Activities and types of statistical graphs in textbooks of primary education in PerúMiluska Osorio (Perú)
C171  Improving capacity and quality of undergraduate statistics instruction through research-based TA training experiencesJennifer Kaplan (United States)
C174  Implementing a Simulation-Based Inference Curriculum in Indonesia: a Preliminary ReportKie Van Ivanky Saputra (Indonesia)
C175  What is Statistics? Examining the Disciplinary Beliefs of Incoming Statistics TAsKelly Findley (United States)
C176  Building support communities for statistics educatorsAmy Hogan (United States)
C177  Assessing retention of statistical concepts after completing a post-secondary introductory statistics courseStephanie Mendoza (United States)
C178  A Three-tiered Training Program for Graduate Teaching AssistantsLynette Hudiburgh (United States)
C179  Examining Distractors in Multiple-Choice Questions for Classroom Assessments: Learning from PsychometricsYan Liu (Canada)
C182  Effects of statistical words on the way students view dataHiroki Otani (Japan)
C183  Developing Teachers’ and Students’ Statistical Reasoning in an ICT-integrative Project - Where has the Mathematic Gone?Camilla Hellsten Østergaard (Denmark)
C186  The Engagement with Big Data Analytics in Business: A PreparationNelia Ereno (Philippines)
C187  Improving the teaching of basic statistical inference to social science studentsHendry Raharjo (Sweden)
C189  Is data a quantitative thing? An analysis of the concept of the mode in textbooks for grade 4-6Karin Landtblom (Sweden)
C190  Case study on expected value and standard deviation of sample meanEun Ha Kim (Rep. of KOREA)
C192  Could open-ended questions be replaced by multiple-choice questions in Statistics exams?EJ Bakker (Netherlands)
C193  Statistics capacity building and alignment of learning outcomes with business sector needs in the GCC CountriesIbrahim Alfaki (United Arab Emirates)
C195  Teaching Time Series to Undergraduate StudentsMike Forster (New Zealand)
C198  Implementing research results in technology induced teaching of statistics - A literature reviewAndreas Eckert (Sweden)
C200  A Framework and Survey for Measuring Students’ Motivational Attitudes toward StatisticsDouglas Whitaker (United States of America)
C201  Strategies Employed by Secondary Mathematics Teachers on Inferential Reasoning TasksMaryann Huey (United States)
C202  Transforming Teaching and Learning Statistics: A Multidimensional ApproachMonica Dabos (United States)
C203  The Impact on Teacher Attitudes and Statistical Pedagogical Knowledge of a Regional Hub and Mentorship Program for Two-Year Colleges in the U.S.Michael Posner (United States)
C204  Use of Technology to Close Statistical Knowledge Gaps – Teaching Students with Limited Background in MathematicsBeatrice Gichohi (Kenya)
C205  Data mining of big data to analyze the trends in the real estate market oh Ho Chi Minh City, Viet Nam 2014-2015Loan Le (Vietnam)
C207  Teaching design of cross-curricular statistical education at high school in JAPANFumihiko Mitsunaga (Japan)
C210  Using Large Data Sets at the Beginning of Introductory Statistics CoursesWilliam Rybolt (United States)
C211  Secondary teachers’ understanding of statistical modeling after teaching a simulation-based statistical inference courseMichael Huberty (United States)
C212  A Shift In Teaching And Learning Introductory Statistics Courses At Masinde Muliro University Of Science & TechnologyAnnette Okoth (Kenya)
C213  Overcoming challenges with service courses in StatisticsMatina Rassias (United Kingdom)
C216  To R or not to R, that is not the questionDanny Parsons (United Kingdom)
C217  Self-efficacy and attitudes in Statistics in Higher EducationMauren Porciúncula (Brazil)
C218  The learning and teaching of statistics using TinkerPlots in a teacher education courseRaquel Santos ( UIIPS)
C219  The Role of Computer Software in Teaching StatisticalLaila Ait Hassou (Morocco)
C220  Using the SETS level A items to classify pre-service teachers' self-efficacy to teach statistics: an application of the Mixture Rasch ModelLeigh Harrell-Williams (United States)
C223  Post-secondary teachers’ understanding of p-valueJason Mark Dolor (United States)
C224  Adding value to statistics undergraduate classes through using technology in Maseno University, KenyaThomas Mawora (Kenya)
C227  Students’ behavioral intentions regarding the future use of statistical methodsPolona Tominc (Slovenia)
C229  Improving Teaching and Capacity in Statistics Education: The case of GhanaBashiru I.I Saeed (Ghana)
C234  Teaching Biostatistics course with flipped classroomMingan Yang (U.S.A)
C235  Blended Learning in Higher Education: A Case Study in Postgraduate Applied Statistics ProgramsJahar Bhowmik (Australia)
C237  Kicking and screaming about satistics: How soccer data can potentially alleviate statistical anxietyJohnny Masegela (RSA)
C239  Non majoring students perspectives of technology use in leaning elementary statisticsMartin Chanza (South Africa)
C240  Diversity-Related Projects in an Introductory Statistics CourseKirsten Doehler (United States)
C244  Comparing the efficiency of mathematical V. intuitive explanations in conditional probabilitySigal Levy (Israel)
C245  Similarities and Differences of Learning Approaches of Student in Statistics and Mathematics: A Case Study from TurkeyEti Mizrahi (Turkey)
C246  Project-based curriculum as a guide for the re-sequencing of a discipline specific statistics courseVeronica Fruiht (United States)
C247  Specialist and Non-Specialist Students' Attitudes Towards StatisticsZainal Abidin Koemadji (United Kingdom)
C251  Significance of intuitive explanation of CI for non-statistician studentsYelena Stukalin (Israel)
C253  You R, so you are !Koo Rijpkema (the Netherlands)
C254  A tool for students’ reflection on collaborative learning practices in the statistics disciplineTlhalitshi Volition Montshiwa (South Africa)
C255  Psychological factors associated with academic performance in statisticsMartin Malaspina (Peru)
C258  Introductory Statistics with Deferred Uni Variate for Long Term Academic Degree ProgramNuha Gunawan (Indonesia)
C259  The Effects of Virtual Manipulatives on Statistics Achievement of Undergraduate StudentsXin Ma (United States)
C261  Developing and assessing written communication skills in large introductory statistics classesElizabeth Johnson (United States)
C262  Statistically deep learning based on the investigative cycle of a sixth-grade elementary school studentMitsuru Matsushima (Japan)
C264  Developing the skills demanded of a statistician beyond statistics: a case study in biostatisticsStephanie Hubbard (United Kingdom)
C265  TeachIT: Turning the Classroom into a Research Laboratory via Interactive e-Learning ToolsPhilipp Burckhardt (United States)
C268  Repeated Sampling as a step toward Informal Statistical InferenceMarianne van Dijke-Droogers (The Netherlands)
C269  Introducing key statistical concepts to non-statistics studentsSigal Levy (Israel)
C270  Taming Statistics for Students with APLStephen Mansour (United States)
C271  Strategic Engagement: Teaching for Learning in an Introductory Online Statistics Course AbstractJamie Mills (United States)
C274  Designing, Teaching and Reflecting on Probabilistic TasksEfi Paparistodemou (Cyprus)
C278  Cultivating Interdisciplinary Undergraduate Research in Applied StatisticsDavid Holmes (United States)
C279  Preparing students for a career in StatisticsJay Mandrekar (United States)
C280  A new approach to teaching hypothesis testing to beginning students in businessTommy Tang (Australia)
C282  Practical use of correlation coefficients in the Social SciencesOscar Hernandez (Costa Rica)
C283  Teaching probability and statistics to pre-service elementary school teachersYoshiji Takagi (Japan)
C285  Prospective teachers’ critical thinking regarding statistical and probabilistic information in a newspaper article on medical researchMehtap Kus (Turkey)
C287  Design and Statistical Analysis of Catapult ExperimentsSiong Lin Ho (Singapore)
C288  Digital Games as Tools for Enhancing Statistics Instruction in the Early Years: A Teaching Intervention within a Grade 2 Mathematics ClassroomMaria Meletiou-Mavrotheris (Cyprus)
C289  Data in Search of a Context: An Icebreaker ActivityAlexander White (United States)
C290  Challenges for Independent Student Projects: A Perspective of the TeacherLayla Guyot (United States)
C292  Student use of technology during classMark Werner (United States)
C295  Utilizing a Flipped Classroom for an Introductory Biostatistics CourseJacqueline Milton (United States)
C298  Teaching Learner-Centered Statistics: A Case for Blended Delivery using Google AppsLeon Cygman (Canada)
C300  On the use of key words and visual representations in solving probability problemsSweet Rose Leonares (Philippines)
C301  Using Activity-Based Cooperative Learning Materials to Develop High School Students’ Critical Thinking and Problem Solving Skills in Statistics and ProbabilityJudella Langcauon (Philippines)
C302  Can a three-day intensive statistics boot camp increase graduate students' core knowledge and self-efficacy?Brian Leventhal (United States)
C303  Use of quizzes in large statistical lecturesNiloufar Abourashchi (United Kingdom)
C304  Factors Affecting Performance In Statistics Of Benguet State Unversity College StudentsPrecious Valentin (Philippines)
C305  Simultaneous Modeling Of Rainfall Quantity And Incidence In Pangasinan Using Poisson-Gamma DistributionJennifer Miguel (Philippines)
C307  Event History Analysis of Attrition and Degree Completion in Graduate StudiesBobby Roaring (Philippines)
C310  Scaffolding data conversations in a primary classroomSue Allmond (Australia)