Relevant bibliographies by topics / Mathematics, statistics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics, statistics'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Mathematics, statistics"

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Ghatpande, Kalpana Abhay. "Innovative Teaching Strategies in Mathematics and Statistics." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 323–26. http://dx.doi.org/10.31142/ijtsrd20331.

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KRASNOZHON, O. B., and V. V. MATSIUK. "КОМП’ЮТЕРНО-ОРІЄНТОВАНІ ЕЛЕМЕНТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 255–62. http://dx.doi.org/10.31494/2412-9208-2021-1-2-255-262.

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The article is devoted to the issues of constructing effective computer-oriented components of the methodological system of teaching the disciplines «Linear Algebra» and «Probability Theory with Elements of Mathematical Statistics» provided for in the educational and professional program «Secondary Education (Mathematics)» of the first level of higher education in the specialty 014 Secondary Education (Mathematics). The article analyzes the methodological aspects of the effective organization of computations when finding the angle between a given vector and a nonzero subspace of Euclidean space, as well as using the least squares method for processing experimental data. The theoretical and practical information known to students-mathematicians from the corresponding sections of these academic disciplines is briefly presented. Analyzed educational, methodological and scientific literature used in teaching linear algebra and probability theory with elements of mathematical statistics; the expediency of using computer-oriented elements of teaching mathematical disciplines of future mathematics teachers has been substantiated. The authors proposed the use of computer-oriented learning elements in the processing of the content of disciplines and the development of test tasks of different levels of complexity in linear algebra and probability theory with elements of mathematical statistics in order to objectively assess the level of students' knowledge and timely correct individual educational trajectories. The article provides examples of the application of computer-oriented elements of teaching linear algebra and probability theory with elements of mathematical statistics, and also analyzes the methodological features of the organization of calculations in the software mathematical environment Mathcad. The methodological and practical materials presented in the article can be useful for students to organize and activate independent scientific and pedagogical activities, teachers of secondary educational institutions, heads of optional and circle work of students, teachers of linear algebra and probability theory courses with elements of mathematical statistics of pedagogical higher educational institutions. Key words: methods of teaching mathematics, computer-oriented elements of teaching mathematics, linear algebra, probability theory, mathematical statistics, Euclidean space, non-zero subspace of Euclidean space, least squares method.
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Usiskin, Zalman. "Mathematical Modeling and Pure Mathematics." Mathematics Teaching in the Middle School 20, no. 8 (April 2015): 476–82. http://dx.doi.org/10.5951/mathteacmiddscho.20.8.0476.

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Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics.
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Capaldi, Mindy. "Mathematics Versus Statistics." Journal of Humanistic Mathematics 9, no. 2 (July 2019): 149–56. http://dx.doi.org/10.5642/jhummath.201902.10.

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Bailey, R. A. "Statistics and Mathematics: The Appropriate Use of Mathematics within Statistics." Journal of the Royal Statistical Society: Series D (The Statistician) 47, no. 2 (July 1998): 261–71. http://dx.doi.org/10.1111/1467-9884.00131.

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Salekhova, L. L. "PRE-SERVICE MATHEMATICS TEACHER’S ATTITUDE TO MATHEMATICAL STATISTICS." Современные наукоемкие технологии (Modern High Technologies), no. 3 2024 (2024): 167–71. http://dx.doi.org/10.17513/snt.39965.

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Auliya, Risma Nurul. "Can Mathematics and Statistics Perception Explain Students' Statistical Literacy?" JRAMathEdu (Journal of Research and Advances in Mathematics Education) 3, no. 2 (January 11, 2019): 86. http://dx.doi.org/10.23917/jramathedu.v3i2.5983.

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The aim of this research is intended to examine the effect of mathematics and statistics perception towards students’ statistical literacy. The research utilized a survey method with quantitative approach. The research population was undergraduate students from major informatics in one of university in Jakarta. The sample consisted of 80 students, 50 of students were male, while 30 of the students were female. All the participants belonged to similar grade level and enrolled in a statistics course. A survey instrument entitled “Mathematics and Statistics Perception Scale (MSPS)” was intended to examine undergraduate students’ perceptions of self-efficacy and their attitudes toward the application of statistics in real world settings. The initial scale consisted of 15 items and the final version consists of 11 items. A multiple-choice survey with 22 questions measuring statistical literacy skills and consisted of items measuring skills on interpreting or critiquing the prevalence of statistical phrases and ideas in the media. The data collected were analyzed using linear regression. The result of the analyses showed mathematics and statistics perception has an influence in the way students’ statistical literacy skills.
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Alexander, Gordon J., Andrew Adams, Della Bloomfield, Philip Booth, and Peter England. "Investment Mathematics and Statistics." Journal of Finance 49, no. 1 (March 1994): 359. http://dx.doi.org/10.2307/2329150.

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Booth, A. J., and A. Francis. "Business Mathematics and Statistics." Mathematical Gazette 71, no. 457 (October 1987): 252. http://dx.doi.org/10.2307/3616796.

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Glickman, L. V., and A. Francis. "Business Mathematics and Statistics." Mathematical Gazette 74, no. 467 (March 1990): 90. http://dx.doi.org/10.2307/3618893.

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Dissertations / Theses on the topic "Mathematics, statistics"

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Teng, Yunlong, and Yingrui Zhao. "Statistics in Ella Mathematics." Thesis, Högskolan i Halmstad, Sektionen för Informationsvetenskap, Data– och Elektroteknik (IDE), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21475.

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"Ella Mathematics" is a web-based e-learning system which aims to improve elementary school students’ mathematics learning in Sweden. Such an e-learning tool has been partially completed in May 2012, except descriptive statistics module summarizing students’ performance in the learning process. This project report presents and describes the design and implementation of such descriptive statistics module, which intends to allow students to check their own grades and learning progress; teachers to check and compare students’ grades and progress, as well as parents to compare their children’s grades and learning progress with the average grade and progress of other students. To better understand and design such functionalities, different mathematical e-learning systems were investigated. Another contribution of this project relates to the evaluation and redesign of the existing database model of the “Ella Mathematics” system. The redesign improved performance and reduced data redundancy.
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Liu, Fangda, and 刘芳达. "Two results in financial mathematics and bio-statistics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46976437.

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Dumitriu, Ioana 1976. "Eigenvalue statistics for beta-ensembles." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29347.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Mathematics, 2003.
Includes bibliographical references (p. 155-163) and index.
Random matrix theory is a maturing discipline with decades of research in multiple fields now beginning to converge. Experience has shown that many exact formulas are available for certain matrices with real, complex, or quaternion entries. In random matrix jargon, these are the cases β = 1, 2 and 4 respectively. This thesis explores the general P > 0 case mathematically and with symbolic software. We focus on generalizations of the Hermite distributions originating in physics (the "Gaussian" ensembles) and the Laguerre distributions of statistics (the "Wishart" matrices). One of our main contributions is the construction of tridiagonal matrix models for the general (β > 0) 0 β-Hermite and (β > 0, a > β(m - 1)/2) β-Laguerre ensembles of parameter a and size m, and investigate applications of these new ensembles, particularly in the areas of eigenvalue statistics. The new models are symmetric tridiagonal, and with entries from real distributions, regardless of the value of β. The entry distributions are either normal or X, so "classical", and the independence pattern is maximal, in the sense that the only constraints arise from the symmetric/semi-definite condition. The β-ensemble distributions have been studied for the particular 1, 2, 4 values of p as joint eigenvalue densities for full random matrix ensembles (Gaussian, or Hermite, and Wishart, or Laguerre) with real, complex, and quaternion entries (for references, see [66] and [70]). In addition, general -ensembles were considered and studied as theoretical distributions ([8, 51, 50, 55, 56]), with applications in lattice gas theory and statistical mechanics (the parameter being interpreted as an arbitrary inverse temperature of a Coulomb gas with logarithmic potential).
(cont.) Certain eigenvalue statistics over these general β-ensembles, namely those expressible in terms of integrals of symmetric polynomials with corresponding Hermite or Laguerre weights, can be computed in terms of multivariate orthogonal polynomials (Hermite or Laguerre). We have written a Maple Library (MOPs: Multivariate Orthogonal Polynomials symbolically) which implements some new and some known algorithms for computing the Jack, Hermite, Laguerre, and Jacobi multivariate polynomials for arbitrary. This library can be used as a tool for conjecture-formulation and testing, for statistical computations, or simply for getting acquainted with the mathematical concepts. Some of the figures in this thesis have been obtained using MOPs. Using the new β-ensemble models, we have been able to provide a unified perspective of the previously isolated 1, 2, and 4 cases, and prove generalizations for some of the known eigenvalue statistics to arbitrary β. We have rediscovered (in the Hermite case) a strong version of the Wigner Law (semi-circle), and proved (in the Laguerre case) a strong version of the similar law (generalized quarter-circle). We have obtained first-order perturbation theory for the P large case, and we have reason to believe that the tridiagonal models in the large n (ensemble size) limit will also provide a link between the largest eigenvalue distributions for both Hermite and Laguerre for arbitrary P (for β = 1, 2, this link was proved to exist by Johannson [52] and Johnstone [53]) ...
by Ioana Dumitriu.
Ph.D.
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Elizalde, Sergi 1979. "Statistics on pattern-avoiding permutations." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/16629.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Mathematics, 2004.
Includes bibliographical references (p. 111-116).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
This thesis concerns the enumeration of pattern-avoiding permutations with respect to certain statistics. Our first result is that the joint distribution of the pair of statistics 'number of fixed points' and 'number of excedances' is the same in 321-avoiding as in 132-avoiding permutations. This generalizes a recent result of Robertson, Saracino and Zeilberger, for which we also give another, more direct proof. The key ideas are to introduce a new class of statistics on Dyck paths, based on what we call a tunnel, and to use a new technique involving diagonals of non-rational generating functions. Next we present a new statistic-preserving family of bijections from the set of Dyck paths to itself. They map statistics that appear in the study of pattern-avoiding permutations into classical statistics on Dyck paths, whose distribution is easy to obtain. In particular, this gives a simple bijective proof of the equidistribution of fixed points in the above two sets of restricted permutations.
(cont.) Then we introduce a bijection between 321- and 132-avoiding permutations that preserves the number of fixed points and the number of excedances. A part of our bijection is based on the Robinson-Schensted-Knuth correspondence. We also show that our bijection preserves additional parameters. Next, motivated by these results, we study the distribution of fixed points and excedances in permutations avoiding subsets of patterns of length 3. We solve all the cases of simultaneous avoidance of more than one pattern, giving generating functions which enumerate them. Some cases are generalized to patterns of arbitrary length. For avoidance of one single pattern we give partial results. We also describe the distribution of these statistics in involutions avoiding any subset of patterns of length 3. The main technique consists in using bijections between pattern-avoiding permutations and certain kinds of Dyck paths, in such a way that the statistics in permutations that we consider correspond to statistics on Dyck paths which are easier to enumerate. Finally, we study another kind of restricted permutations, counted by the Motzkin numbers. By constructing a bijection into Motzkin paths, we enumerate them with respect to some parameters, including the length of the longest increasing and decreasing subsequences and the number of ascents.
by Sergi Elizalde.
Ph.D.
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Hofbauer, Pamela S. Mooney Edward S. "Characterizing high school students' understanding of the purpose of graphical representations." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1414114601&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207664408&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Edward S. Mooney (chair), Cynthia W. Langrall, Sherry L. Meier, Norma C. Presmeg. Includes bibliographical references (leaves 112-121) and abstract. Also available in print.
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Doyle, Philip Gerard. "Developing statistical literacy with students and teachers in the secondary mathematics classroom." The University of Waikato, 2008. http://hdl.handle.net/10289/2324.

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This thesis investigates the teaching of statistical literacy in the first two years of secondary school mathematics. The teachers involved in the research aim to make changes to classroom practice in the teaching and learning of statistics and statistical literacy in response to changes in the New Zealand curriculum. An action research methodology is adopted by the research. A group of three teachers and the author undertake an action research cycle of planning, observing, acting and reflecting in three different Year 9 and 10 mathematics classrooms. The research documents the designing and implementing of strategies by a group of teachers in a mathematics department for integrating statistical literacy into teaching programmes. The research adopts framework for improving practice that utilise models for statistical literacy and thinking and principles for teaching with a language learning or literacy focus. Data is collected through discussions with teachers, observations of lessons and interviews with teachers and students. Themes emerge from the data. They include the significance of teacher and student concepts of statistics and statistical literacy, the importance of language and literacy in the statistics classroom, the adoption of teaching principles to facilitate statistical literacy and the challenge of adopting a critical literacy stance in the statistics classroom. The study highlights the importance of literacy and language skills in statistical literacy. The research concludes that the important changes needed for developing statistical literacy are about classroom methodology rather than content knowledge and shows that adoption of language learning principles into the teaching programme may achieve this.
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Leong, Jennifer. "High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/12.

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Despite agreement among researchers about the powerful influence of attitudes and beliefs on the development of students’ mathematical knowledge base (Leder, Pehkonen, & Törner, 2002), relatively little is known about these constructs in statistics education. This study investigated the relationship between mathematics-and statistics-related attitudes and beliefs of 11 high school students in an introductory statistics course designed around a 13-week long service-learning project. Service-learning is a pedagogical approach that situates academic learning in the context of community service. The study utilized qualitative, teacher-researcher (Cochran-Smith & Lytle, 1993) methodology from an interpretivist perspective. The three primary modes of data collection were journals, narratives, and an open-ended survey (Survey of Mathematical and Statistical Affect). Observations and reflections were also recorded regularly in a researcher journal. Inquiry adhered to guidelines for trustworthiness and rigor as outlined by Lincoln and Guba (1985). Item, pattern, and structural levels of analysis were employed (LeCompte and Schensul, 1999b). Investigation into attitudes and beliefs was framed in accordance with Op t’ Eynde, De Corte, and Verschaffel’s (2002) conceptualization of the mathematics-related belief system and McLeod’s (1992) framework of the affective domain in mathematics education. Results indicate that participants’ attitudes toward mathematics and statistics tended to converge while participants’ beliefs regarding mathematics and statistics tended to diverge. Participants like mathematics and statistics that involve real-life scenarios. Participants also like mathematics and statistics that do not require complex mathematical tasks. Participants’ beliefs regarding statistics were generally more positive than beliefs regarding mathematics. Participants reported greater confidence doing statistics than mathematics and contribute this confidence, in part, to service-learning. Participants also experienced a heightened sense of social awareness and social responsibility through the service-learning project. These results provide evidence that service-learning can be utilized to solidify positive attitudes and beliefs regarding statistics among high school students, in spite of potentially less positive ones toward mathematics.
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Bourget, Alain. "Nodal statistics for the Lame ensemble." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37872.

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The Lame polynomials naturally arise when separating variables in Laplace's equation in elliptic-spherical coordinates. The products of these polynomials form a class of spherical harmonics, which are the joint eigenfunctions of a quantum completely integrable system of commuting, second-order differential operators P0 = DSN , P2,..., PN -1 acting on Cinfinity( SN ). These operators depend on parameters and thus constitute an ensemble.
In the main result presented in this thesis, we compute the limiting mean level spacings distribution for the zeroes of Lame polynomials in various thermodynamic, asymptotic regimes. We give results both in the mean and pointwise, for an asymptotically full set of values of the parameters. As an application, we compute the limiting level spacings distribution of the zeroes of Van Vleck polynomials.
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He, Siqian. "Statistics and dynamics of stiff chains." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/38400.

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Ko, Byeonggeon, and Yang Gao. "Monitoring Exchange Rates by Statistical Process Control." Thesis, Högskolan i Halmstad, Tillämpad matematik och fysik (MPE-lab), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16533.

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The exchange rate market has traditionally played a key role in the financial market. The variation of the exchange rate which is called volatility is also an important feature for studying the exchange rate market because the increased volatility may have a negative effect on a nation's economy by increasing the uncertainty in the exchange market. In this paper the volatility of the exchange rate is considered by means of a Heterogeneous Autoregression Conditional Heteroskedastictity (HARCH) Model. It explains the volatility of the exchange rate market well. In addition, it is assumed that at a random time point a change of a parameter in the distribution of the random process underobservation may occur. Some methods such as the Shewhart method, the Culumative Sum Method (CUSUM) and the ExponentiallyWeighted Moving Average Method (EWMA) are investigated within the frames of this change-point problem. In order to evaluate them, Average Run Length (ARL) and Conditional Expected Delay (CED) will be used asperformance measures.
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Books on the topic "Mathematics, statistics"

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Jackson, T. Financial mathematics and statistics. London: Checkmate, 1986.

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Alberta Correspondence School. Mathematics 30: Statistics. 3rd ed. Edmonton: Alberta Education, 1991.

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Bartholomew, David J. Statistics without Mathematics. London, UK: SAGE Publications Ltd, 2015.

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Barry, Monk, ed. Elementary statistics. New York: McGraw-Hill, 2012.

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Monk, Barry (Barry J.), ed. Elementary statistics. New York, NY: McGraw-Hill Education, 2016.

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Anestis, Antoniadis, Oppenheim Georges, and Franco-Belgian Meeting of Statisticians (15th : 1994 : Villard-de-Lans, France), eds. Wavelets and statistics. New York: Springer-Verlag, 1995.

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C, Misra J., ed. Industrial mathematics and statistics. New Delhi: Narosa Pub. House, 2003.

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McCune, Sandra K. Statistics. New York: McGraw-Hill, 2010.

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Huber, Peter J. Robust Statistics. New York: John Wiley & Sons, Ltd., 2005.

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Huber, Peter J. Robust statistics. 2nd ed. Hoboken, N.J: Wiley, 2009.

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Book chapters on the topic "Mathematics, statistics"

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Buckwell, Geoff. "Statistics." In Mastering Mathematics, 194–218. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14131-9_9.

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Stroud, K. A. "Statistics." In Engineering Mathematics, 804–45. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18708-9_27.

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Stroud, K. A., and Dexter Booth. "Statistics." In Foundation Mathematics, 498–549. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1057/978-0-230-36672-5_15.

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Råde, Lennart, and Bertil Westergren. "Statistics." In Mathematics Handbook, 462–512. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-662-03556-6_18.

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Stroud, Ken A. "Statistics." In Engineering Mathematics, 804–45. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4615-9653-0_27.

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Stroud, K. A. "Statistics." In Engineering Mathematics, 805–45. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-12153-3_27.

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Virdi, Surinder S. "Statistics." In Advanced Construction Mathematics, 241–69. Abingdon, Oxon : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.1201/9780429400742-17.

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Evans, C. W. "Descriptive statistics." In Engineering Mathematics, 667–92. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4684-1412-7_23.

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Evans, C. W. "Descriptive statistics." In Engineering Mathematics, 681–706. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3280-8_23.

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Morris, Clare, and Emmanuel Thanassoulis. "Simple Statistics." In Essential Mathematics, 173–203. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-12929-4_7.

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Conference papers on the topic "Mathematics, statistics"

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Gattuso, Linda. "Mathematics in a statistical context?" In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08701.

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Statistics is often taught as part of the mathematical curriculum in schools by mathematics teachers who often do not feel prepared to include it in their practice. They feel that they are stealing time that would be better used if dedicated to mathematics. We believe, however, that it is possible to develop a collaboration between the teaching of mathematics and the teaching of statistics. Using statistics as a realistic context to work on certain mathematical concepts can provide significant motivation for students. To accomplish this, it is essential to highlight the mathematical concepts underlying statistical concepts in order to link them in creating classroom activities that are also useful for teacher training. In this paper, we will try to illustrate this idea starting with examples gathered in school mathematics and in basic statistics.
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Parsian, Ahmad, and Ali Rejali. "A report on preparing mathematics teachers to teach statistics in high school." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08602.

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In order to meet the goal of popularizing statistical concepts in Iranian society at large, the Iranian Statistical Society (IRSS), in cooperation with the Iranian Association of Mathematics Teachers’ Societies (IAMTS), have convinced the Ministry of Education to include one statistics course in the national school curriculum. Unfortunately, due to the lack of statistics specialists in the school system, this course has been usually taught by teachers of mathematics, who often confuse statistical thinking with statistical methods, and do not realize that there is a difference between mathematical and statistical reasoning. Hence we have started preparing these teachers to teach statistics using proper teaching methods. In this paper, we present the activities of the Isfahan Mathematics House (IMH) on the professional development of mathematics teachers, and their impact on improvement of statistics education.
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Jurečková, Mária. "Statistics in School Mathematics." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.38.

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Eichler, Andreas. "MaDiN – Teaching School Mathematics using the web." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03104.

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This report focuses on MaDiN, a project which is supported by the German Federal Ministry of Education and Research (bmb+f) in the programme “Neue Medien in der Bildung” (New Media in Education). The aim of this programme is to conceptualize new ways of learning and teaching with modern information and communication technologies. This line of research is realized in MaDiN (for: teaching school-mathematics using the web). The development of this multi-media and internet based learning and teaching environment, which includes most areas of school-mathematics, will be discussed here.
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Peck, Roxy. "Developing statistical reasoning in a “piecemeal” secondary statistics curriculum—the next step." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09103.

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In the last decade, statistics and data analysis have become a more visible component of the secondary school mathematics curriculum in the United States. In most cases, statistics and data analysis topics have been divided up and spread through the mathematics curriculum. However, many important concepts of statistics are not mathematical in nature and are not easily integrated into existing mathematics courses. As a consequence, most students complete their secondary education having seen a number of graphical and numerical statistical methods but having not encountered many key concepts required for mature statistical reasoning. Recognizing that the addition of a separate statistics course to the secondary curriculum is unlikely, an alternate approach is proposed. With support from the American Statistical Association (ASA) and the ASA/NCTM (National Council of Teachers of Mathematics) Joint Committee on Probability and Statistics in the K-12 Curriculum, a capstone experience for secondary students has been designed. Making Sense of Statistical Studies is a coordinated and coherent set of case studies that can be integrated into mathematics courses to provide students with an understanding of the data analysis process and help them develop the conceptual understanding that provides the foundation for statistical reasoning. This paper contributes to the conference topic of curricular materials and tools for improving students’ learning at school level.
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Fields, Paul. "A case study in collaboration preparing secondary education teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.

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Although the mission of mathematics education departments or programs is to prepare the next generation of secondary education mathematics teachers, the question still remains, “Who should provide the training in statistics education for these future teachers?” We propose that statistics education should be provided by statisticians in collaboration with mathematics educators. We describe a model that has been designed recognizing how statistical reasoning differs from mathematical reasoning and implemented incorporating how classroom pedagogy is consequently affected.
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Sup Lee, Kang. "Changing statistics education models of mathematics teacher’s education for the internet age." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03307.

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Because statistical concepts are important parts in school mathematics, mathematics teachers have trained by special statistics education models. In this study, we overviewed the current system for statistics education and proposed new statistics education model for school mathematics teachers.
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Froelich, Amy, Wolfgang Kliemann, and Heather Thompson. "Changing the statistics curriculum for future and current high school mathematics teachers: a case study." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08702.

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Through a larger initiative involving mathematical sciences faculty from the three State of Iowa Board of Regents’ institutions, faculty members from the Departments of Statistics and Mathematics at Iowa State University have started a collaboration in the area of statistics training for future and current mathematics teachers. In this paper, we begin by discussing the recent developments in high school mathematics education at both the state and national level that served as a focus for change in the statistics education of mathematics teachers in the state. We then describe our present efforts in changing curriculum in statistical content and pedagogy in the undergraduate and graduate programs at Iowa State for future and current mathematics teachers. Finally, we offer some direction for future work in these regards.
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Gould, Robert, and Roxy Peck. "Preparing Secondary Mathematics Educators to Teach Statistics." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04404.

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In this paper, we address two Roundtable topics: distance education and developing teachers' statistical knowledge. We describe a new professional development program for secondary school mathematics teachers who are preparing to teach statistics. We also discuss what we have learned in our efforts to design a course that has a significant online component and that is relevant and useful from a teacher’s perspective. We describe the ways in which our online environment incorporates group work, self-study, concept exploration, and assessments. We also discuss the challenges associated with delivering the necessary content while simultaneously accommodating the practical time constraints of adult students who are, themselves, teaching full-time.
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Nekoufar, Mohammad. "We learn statistics and mathematics hardly." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17305.

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In the first session of the school year, the researcher faced this question by a student: 'why can't we learn mathematics and statistics while we can succeed in other subject matters with little amount of effort?' Of course, facing such a question was not beyond expectation; many students in Iran and other countries may ask such a question. Skamp (1976), Serpinka (1998), Freudental (1982) support this point. Based on his experience, the researcher considered Skamp's theoretical framework on schemata, and learning in structuralist viewpoint as suitable to account for this question. The student's role is regarded as vital. The research findings were put into practice in the class by the researcher, which yielded satisfactory results. The present study first gives a discussion on the students' meaningful theoretical infrastructure of the mathematical knowledge, then presents the research results.
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Reports on the topic "Mathematics, statistics"

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Liskina, E. YU. Electronic textbook «Mathematical statistics» for students of the fields of study 01.03.01 Mathematics, 01.03.05 Statistics. Ryazan State University named for S.Yesenin, March 2024. http://dx.doi.org/10.12731/ofernio.2024.25301.

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Kotecha, Meena. Teaching mathematics and statistics: Promoting students' engagement and interaction. Bristol, UK: The Economics Network, January 2012. http://dx.doi.org/10.53593/n2054a.

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Elven, Chris. Using Frequent Tests to Enhance the Teaching of Basic Mathematics and Statistics. Bristol, UK: The Economics Network, October 2001. http://dx.doi.org/10.53593/n603a.

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Lovianova, Iryna V., Dmytro Ye Bobyliev, and Aleksandr D. Uchitel. Cloud calculations within the optional course Optimization Problems for 10th-11th graders. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3267.

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The article deals with the problem of introducing cloud calculations into 10th-11th graders’ training to solve optimization problems in the context of the STEM-education concept. After analyzing existing programmes of optional courses on optimization problems, the programme of the optional course Optimization Problems has been developed and substantiated implying solution of problems by the cloud environment CoCalc. It is a routine calculating operation and not a mathematical model that is accentuated in the programme. It allows considering more problems which are close to reality without adapting the material while training 10th-11th graders. Besides, the mathematical apparatus of the course which is partially known to students as the knowledge acquired from such mathematics sections as the theory of probability, mathematical statistics, mathematical analysis and linear algebra is enough to master the suggested course. The developed course deals with a whole class of problems of conventional optimization which vary greatly. They can be associated with designing devices and technological processes, distributing limited resources and planning business functioning as well as with everyday problems of people. Devices, processes and situations to which a model of optimization problem is applied are called optimization problems. Optimization methods enable optimal solutions for mathematical models. The developed course is noted for building mathematical models and defining a method to be applied to finding an efficient solution.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Temple, Enoch C. The Enhancement of Overall Student Performance Through a Statistics Research Program for Students who are Recruited into Science, Engineering and Mathematics Programs. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada397255.

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Temple, Enoch C., and Theresa McCants. The Enhancement of Overall Student Performance Through a Statistics Research Program for Students who are Recruited into Science, Engineering and Mathematics Programs. Fort Belvoir, VA: Defense Technical Information Center, May 2004. http://dx.doi.org/10.21236/ada426437.

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Temple, Enoch C. The Enhancement of Overall Student Performance Through a Statistics Research Program for Students who are Recruited into Science, Engineering and Mathematics Programs. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada389269.

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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.
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Wang, Zhi, Mark Gehlhar, and Shunli Yao. Reconciling Trade Statistics from China, Hong Kong and Their Major Trading Partners--A Mathematical Programming Approach. GTAP Technical Paper, September 2007. http://dx.doi.org/10.21642/gtap.tp27.

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This paper develops a mathematical programming model to simultaneously estimate re-export markups and reconcile bilateral trade statistics between China, Hong Kong, and their trading partners. The model is applied to sector level trade flows to resolve discrepant reporting in an efficient manner. Adjustments in trade flows are based upon statistical reporters’ reliability information. The program is implemented in GAMS and retains many desirable theoretical and empirical properties. Estimates are used for generating trade flows and markups for Hong Kong’s re-exports used in the forthcoming version 7 GTAP database. The model’s flexibility has potential for expanded use in other regions where re-exports and associated markup cause discrepant trade flows.
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