 Proceedings
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Invited TalksTopic 10 : An international perspective on statistics educationThe conference theme “Data and Context in Statistics Education” encapsulates the two most fundamental concepts in all levels of statistics education. The subtitle “Towards an Evidence-Based Society” suggests that emphasis will be placed on the status of statistics in society. Topic 10, An International Perspective on Statistics Education would thus serve the conference theme by focusing on problems that affect the teaching of statistics around the world, particularly in developing countries (access to didactic materials, bibliography, technology; lack of suitably qualified teachers, etc). Here we would focus on countries such as Asia, Africa and South America. The theme will be further served by having a session on the latest trends in statistics teaching in Eastern Europe, Russia and other first world countries. The conference and topic theme naturally define a session on the role that national statistics offices play in promoting basic statistics literacy of society in the various countries around the world. Another way of looking at statistics education from an international perspective is to depict a session where there has been improvement of statistics education due to international collaboration. This topic would thus include papers on how the Census@School drive has aided in bringing an international perspective to statistics teaching at school level in various countries, talks on how the International Statistical Literacy Project (ISLP) has enhanced teaching of Statistics, talks on consignment of text books being sent to developing countries (CAUSE, etc). We shall learn about statistics, see how we learn through the use of statistics and above all, see how we can gain through experiences of others in this topic.Session 10A: Statistics teaching in the Asian context10A1: Statistics education in India: a reviewD. S. Hooda Jaypee Instiute of Engineering and Technology, IndiaIn the present paper a brief account of Indian Statistical System and contributions of Indians to development of statistics is presented. Statistical education at school and undergraduate levels is discussed in detail. Educational and research activities in statistics at premier institutions and universities are highlighted. In the end some suggestions for future planning at national and international levels in statistics education are made for discussion. Paper 10A2: Teaching experiments for a course in introductory statisticsJosefina Almeda University of the Philippines, PhilippinesErniel B Barrios University of the Philippines, Philippines Appreciation of college students on the statistical science relies to a large extent on how the introductory course is managed. Two groups of students (undergraduate statistics majors and non-statistics majors) were exposed to teaching an introductory course. Within each group, half is exposed to fun games intended as enrichment activities, the other half served as the control. Grades after one semester were analyzed and treatment effect is computed through Heckmans’ Selection Model. While the treatment (games) is beneficial for the non-statistics majors, it is disadvantageous for the statistics majors. For students with inherent interest in statistics, the introductory course will only require a clear presentation of concepts that will help them appreciate the discipline. However, the non-statistics majors or those with negative perception on statistics, fun activities like games can help conceal their dislike for statistical science and help improve the eventual outcomes in the course. Paper 10A3: Meeting the statistical training needs of statistical offices of countries in Asia and the Pacific region: the experience of the statistical research and training centre (SRTC) of the PhilippinesGervacio Selda Statistical Research and Training Center, PhilippinesCountries in Asia and Pacific increasingly adopt informal approaches to statistics education. One approach is conducting statistical trainings to upgrade the capability of national statistics offices. Training is resorted to because of cost and time constraints. The inherent advantages of this approach did not easily result to statistical training programs due to non-availability of local training providers. Most countries therefore rely on foreign training institutions to implement statistical capacity building programs. This paper examines how SRTC-Philippines responded to demands of other national statistics offices for statistical trainings despite some operational limitations. Accomplishments for the last five years will be examined, especially on pre- and postevaluations and assessments of participating clients or statisticians from other countries. This will explain the difference of SRTC trainings when compared with similar institutions in other countries. To be discussed also are current strategies for effective and efficient delivery of training services to local and foreign clienteles. Paper 10A4: The teaching of statistics in the Philippines: moving to a brighter futureLisa Grace Bersales University of the Philippines Diliman, PhilippinesIf one needs to identify the birth of the teaching of statistics in the Philippines, one would recognize the year 1953 as the best choice. The Board of Directors of the professional association of statisticians in the country founded the Statistical Training Center to provide trainings for government statisticians. A year later, the association turned over the center to the state university, the University of the Philippines. It, thus, became a degree-granting center offering the first academic program in statistics in the Philippines. The paper provides the history of teaching statistics in the country from the early years, in the 1950s, to the current. It discusses the different challenges faced during various phases and the solutions done by various stakeholders. The paper ends with an optimistic view of the future. Paper Session 10B: Statistics education in Africa10B3: Statistics in Ugandan schools: challenges on instruction and assessmentCharles Opolot-Okurut Makerere University, UgandaThis paper reports part of a study that investigated teacher profiles, assessment and grading practices in statistics classrooms and challenges faced by teachers of statistics in primary and secondary schools in Uganda. The study suggests possible directions for future research. The study employed a survey research design using both quantitative and qualitative approaches. Eighty primary and 120 secondary school teachers participated in the study. Interviews were for probing teachers’ assessment practices and challenges they face, and a questionnaire was for capturing their demographic information and attitudes towards teaching statistics. The findings of this study indicate that non-statisticians teach statistics. Teachers face numerous challenges in the teaching statistics. Teachers rely on paper-and-pencil assessment but do not provide feedback to students. These findings have implications for statistics curriculum developers, policy makers, teacher educators, examiners, and teachers, and for further research. Paper Session 10C: Statistics education in developing countries10C1: Assessment of graduate students’ conception of statistical inference: Philippine perspectiveLiza Lorena Jala Philippine Statistical Association, PhilippinesEnriqueta Reston University of San Carlos, Philippines In the Philippines, graduate education programs in non-statistical disciplines require statistics and research methodology courses, which aim to equip graduate students with the knowledge and skills needed for the applications of statistical tools particularly in thesis or dissertation work. In this paper, graduate students’ conceptions of basic ideas and processes of statistical inference were assessed using pre-post classroom self-assessments, interview, examination of students’ work samples, classroom observations, and a modified adaptation of a researcher-made Statistical Literacy Assessment Scale. The results revealed several common misconceptions on the concept of sampling and sample representativeness, parameter estimation and in making inferences based on sample data. Based on these findings, an instructional module anchored on constructivist learning will be developed to deepen graduate students’ conceptual understanding of statistical inference. Paper 10C2: Training teachers to teach statistics in South Africa: realities and attitudesDelia North University of KwaZulu-Natal, South AfricaJackie Scheiber University of Witwatersrand, South Africa Maria Gabriella Ottaviani University of Rome, Italy A new school curriculum, with substantial statistics content, has recently been introduced in South Africa. This gave rise to an extensive project by the national statistics office to upgrade the statistics knowledge of in-service teachers. The authors attempt to come to grips with the impact of the training that has taken place, taking into account the attitude of teachers and the reality of the South African classroom setting. Paper 10C3: Comparing teachers’ statistical knowledge in Botswana and South Africa: some preliminary resultsM Alejandra Sorto Texas State University, United StatesThe development of instruments used to compare students’ and teachers’ knowledge in South Africa and Botswana countries is examined. The hypothesis is that there are differences in the performance of statistics items within students as well as within teachers given that one country has a higher allocation of resources for education and higher level of teacher preparation in statistics. A total of 140 sixth grade teachers were surveyed from randomly selected schools in border providences of both countries. Data has been collected and analysis of the items is in progress. Preliminary results from South Africa show low levels of performance. Paper 10C4: Opportunities, challenges and statistical cooperation in the implementation of a statistical literacy project in Mendoza, ArgentinaAdriana D’Amelio National University of Cuyo, ArgentinaNowadays, in many countries, national statistical offices are developing projects to introduce citizens to data analysis methods which are useful to describe the real socio-economic situation in each country. The International Statistical Literacy Project (ISLP) has supported this kind of work around the world. Under the ISLP framework, the Government of Mendoza (Argentina) specialists have begun to develop a project called Statistics Literacy in Mendoza (AEM) which includes a Web Page with statistical tools to train citizens. This Web Page takes into account not only the needs of general potential users (like glossary, links to other related pages, stories) but also the needs of school curricula. In this paper we describe the motivation for the project , some consequences and difficulties found, the interaction with other institutions, its implementation, and new lines to develop in the future. Paper Session 10D: International projects that improve statistics education10D1: Developing a statistical learning environment: Japanese CensusAtSchool projectKazuhiro Aoyama Aichi University of Education, JapanStatistics Education in Japan is now reaching a great turning point. In the new curriculum which has been already implemented in some part in this year, it has statistical contents more than previous curriculum, especially in secondary school level. While previous curriculum was too much focused on theory-oriented, new one is focused on much more activity. So, we need many data which are useful for students to learn, and can stimulate practical learning. A Special Committee of Statistics Education in Japan’s Statistical Society has decided to join the International CensusAtSchool project to provide rich learning environment of statistics for teachers and students. It can enhance statistics lessons in practical way with real data from students themselves. I will report the students’ learning of statistics through CensusAtSchool in this article. Paper 10D4: An international quantitative education initiative and its impact on statistics educationJames Cochran Louisiana Tech University, United StatesSeveral years ago the author established the annual INFORMS/IFORS International Teaching Colloquium series. In these workshops he collaborates with instructors from developing regions to co-organize teaching effectiveness colloquia. These colloquia, hosted by organizers of a conference in the region that is home to the instructors with whom the author collaborates, have been held in Montevideo (2006), Cape Town (2007), Cartagena (2008), and Jaipur (2009). Similar workshops are now being organized for Dakar, Nairobi, Melbourne, and Buenos Aires. The author will share what he has experienced in organizing these colloquia, focusing on what he now perceives to be the similarities and differences in how students from various cultures develop quantitative skills. He will also discuss how these colloquia help improve statistics education and encourage the enhancement of student’s statistical skills Paper Session 10E: The role that National Statistics Offices play in promoting statistics literacy10E1: Beyond the data: exploiting the IT tools young and adult people use in their everyday lifePaola Giacché National Institute of Statistics, ItalyGiovanni A Barbieri Istat (Statistics Italy), Italy Teaching statistics requires initiatives different from those carried out in the past. The web 2.0 (participation, interactivity, reputation systems) affects the way in which students approach knowledge and education; at the same time, the web provides tools that can be adopted in teaching statistics. Students use the net for blogs, Facebook, videogames and in a limited way for educational purposes (consulting, copying, pasting). Nonetheless they could exploit it for collective work, as happens in experiences like Clickworkers, the NASA experiment that used public volunteers; or SETI@home, an experiment that uses Internet-connected computers in the Search for Extraterrestrial Intelligence, or the use of mashup (application that combines data or functionality from more sources) applied to collective projects in statistics. The reputation systems, for example, can be compared to the role played by statistical metadata in building trust in statistical data. This paper illustrates the possibility of adopting the web 2.0 tools in teaching statistics. Paper 10E2: The lecture series “Economic statistics: data production and data analysis in the official statistics” from the Federal Statistical OfficeMarkus Zwick Federal Statistical Office, GermanyTim Hochguertel Federal Statistical Office, Wiesbaden, Germany Since winter semester 2007/2008, the Federal Statistical Office offers the lecture series “Economic Statistics. Data Production and data analysis in the official statistics” to lead advanced students to the official statistics. The lecture presents methodological aspects of the official statistics and the extensive possibilities of empirical analyzing. The lecture deals with the essential tasks, concepts and problems of official statistic. Measuring theoretical concepts to describe reality is one part of the lecture; another one is sampling theory, which is necessary to understand the design of different sample methods. Furthermore, the lecture presents the main surveys as well as their expressiveness and limits. Working with absolute anonymous micro data, the students learn about the potential of analyzing official data for their own scientific work. Using such files students can make their own analysis and simulation. The lecture finishes with a written examination, which result is included in the students’ final score. Paper 10E3: Statistical literacy assessment and training of government personnel using data from National Statistics Office: Philippine contextEnriqueta Reston University of San Carlos, PhilippinesThe National Statistics Office (NSO)- Philippines is the main producer and provider of statistical data used by government agencies for various purposes. In this paper, data from NSO provided the context for various forms of statistical literacy assessments used as part of a governmentsponsored statistics training program aimed to upgrade the statistical capability of government personnel. The assessment scheme includes a researcher-made Statistical Literacy Assessment Scale and performance-based assessment activities on data organization and interpretation which culminated with the writing and presentation of an evidence-based technical report. Using Watson’s (2007) model for developing statistical literacy, participants’ statistical literacy levels were further analyzed. The results inform both the government and the academe on the need to promote the development of statistical literacy for effective functioning in the workplace. Paper Session 10F: Statistics education in South America10F1: Trajectory and prospects of statistics education in BrazilIrene Cazorla State University of Santa Cruz, BrazilTânia Campos Bandeirante University of São Paulo, Brazil Cláudia Borim da Silva University of São Judas Tadeu, Brazil Verônica Yumi Kataoka University of Bandeirante São Paulo, Brazil This paper aims to present the trajectory and prospects of the movement for Statistics Education in Brazil from the historical-bibliographical research of the scientific production by 43 researchers belonging to the workgroup called GT12–Probability and Statistics Teaching. There is a growing trend in terms of quantity and quality of publications as well as advices for dissertation and thesis in post-graduate programs in Mathematical Education and related areas. However, this production is highly concentrated in twelve researchers, who were named as anchor researchers. Moreover, it is observed that the former advisees end up not working and not researching in this area. However, the outlook is promising, because GT12 is encouraged to expand collaborative and inter-institution research networks and has been promoting activities that boosted the movement. Paper 10F2: The impact of an instance of quaternary educationTeresita Evelina Terán National University of Rosario, ArgentinaMercedes Anido de López National University of Rosario, Argentina In Argentine Legislation it is considered that one of the basic functions of the University is the preparation of professionals and teachers who are able to act with efficiency according to both individual demands and national and regional requirements. To achieve this goal spaces for education at post-graduate level are provide with the objective of offering disciplinary and pedagogic preparation in the areas of Mathematics and Statistics. A method for providing this training for teachers of Mathematics called “Postgraduate Studies in Mathematics and Statistics” which was adopted at the National University of Rosario in 2003 is described. This program is intended for graduates at the tertiary level who work as teachers in the areas of Mathematics and Statistics at different levels of high school. The profile of the entrance beginners is described along with the impact that these post-graduate studies have in the development of Mathematics and Statistics. Paper 10F3: Different views of a basic statistics courseMarcos Magalhães University of São Paulo, BrazilThis paper aims at reporting the results of a project that evaluated a basic statistics course offered by the University of São Paulo to undergraduate students of different careers. We collected, through interviews, teachers’ and (under)graduate monitors’ opinions and visited the classrooms to observe the dynamics and the relationships between teachers and students. Also, students answered, voluntarily and anonymously, an evaluation questionnaire about the course and, three months after the course had finished, a test to measure the statistics basic knowledge learned was applied. These different methodological tools are important for a critical comprehension of what is going on with the course and to guide future changes. The results indicated that the students have unfavorable opinion about this basic statistics course, while the majority of teachers liked the way it was organized. Furthermore, the statistical test revealed poor performance of students who had been previously approved in the course. Paper 10F4: Teaching statistics to physicians: a five-years experienceÂngela Tavares Paes Federal University of São Paulo, BrazilPhysicians are often exposed to papers and academic theses that involve complex statistical analyses. Due to the development of computational facilities, they are able to produce many pvalues, but rarely are worried about the adequacy of the methods employed. Even though, there is a big demand for statistical courses among medical researchers and postgraduate students who are interested in perform their own analyses and better understanding scientific papers. In this context, traditional courses in which students are required to compute standard deviations or search critical values in theoretical distributions tables do not make sense. The biggest challenge on teaching statistics to postgraduate students in medicine is to focus on interpretation from a practical point of view without forget or put the theory in second place. This paper describes some difficulties and alternative methods to teach statistics that have been used in introductory courses at a public university and a private hospital. Paper Session 10G: One hundred years of progress — teaching statistics 1910 to 2010: what have we learned?10G2: Evolutions and revolutions in government statistics, and what we need to teach and learnMetka Zaletel Statistical Office of Slovenia, SloveniaLen Cook Institute of Policy Studies, New Zealand Over the last two centuries, statistics have increasingly been behind public, community and business activities that shape our lives. The way information is gathered has changed through public attitudes, as well as scientific and technological endeavours. What it is needed for has been shaped by political and social influences. The paper will highlight these changes, and their impact on what we need to learn, and teach, and how we do that. Experiences and developments in New Zealand, the United Kingdom and elsewhere will be drawn on. Paper 10G3: One hundred years of progress — teaching statistics 1910 to 2010: what have we learned? Part 1: It’s not mathematics but real data in contextNeville Davies RSS Centre for Statistical Education, United KingdomVic Barnett Retired, United Kingdom John Marriott RSS Centre for Statistical Education, United Kingdom In these two papers we review teaching statistics, statistical education and related outreach activities by a range of providers since the beginning of the last century. We discuss the extent and form of relevant published papers, books and conferences and give examples of where these have influenced teaching practice. In this part we show that by learning the lessons that (i) statistical and mathematical thinking are different and (ii) the goal of statistics of getting information from real data in context are both prerequisites for improving statistical literacy in people of all ages. Paper 10G4: One hundred years of progress — teaching statistics 1910 to 2010: what have we learned? Part 2: Problem solving, pedagogy and employeesJohn Marriott RSS Centre for Statistical Education, United KingdomVic Barnett Retired, United Kingdom Neville Davies RSS Centre for Statistical Education, United Kingdom In this part we consider how we have learned that statistics provides the best way to make evidence-based decisions and solve problems. From this we propose that more people should teach the subject using a problem solving approach. The emergence of a pedagogy for statistics is another key lesson. We present challenges that still exist, especially in relation to the use of statistics in employment and in the final section we bring together conclusions from both parts. Paper |