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Academic literature on the topic 'Statistics Textbook'

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Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Statistics Textbook"

De Leeuw, Jan. "The UCLA electronic statistics textbook." Computers & Geosciences 23, no. 5 (1997): 587–92. http://dx.doi.org/10.1016/s0098-3004(97)00027-7.

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Karásková, Natálie, Rafael Doležal, Nadezhda Maltsevskaya, and Karel Kolář. "Didactic Capacity of Selected Czech and Russian Organic Chemistry Textbooks." Chemistry-Didactics-Ecology-Metrology 24, no. 1-2 (2019): 61–76. http://dx.doi.org/10.2478/cdem-2019-0005.

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Abstract This article presents the results of analysis of Czech and Russian textbooks intended for organic chemistry teaching at upper secondary schools. In principle, the estimation of textbook didactic capacity is based on decomposition of the textbook content into a set of different objects and their subsequent frequency analysis. In this study, three Czech textbooks and three Russian textbooks were characterized by particular and total didactic capacity coefficients. The indifference of the calculated didactic capacities was tested by chi-square statistics at a level of significance α = 0.05. The results show that the selected Czech and Russian textbooks are not significantly different.

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Kuo, Chien-Min, Kuan-Yu Chen, and Yi-Ching Lin. "Textbook ranking and an assessment method and system: a case study using surveying textbooks." Electronic Library 38, no. 5/6 (2020): 861–80. http://dx.doi.org/10.1108/el-08-2019-0196.

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Purpose Teachers, students, librarians, scholars and domain experts often spend a lot of time and effort to select good and suitable textbooks. This study aims to propose and construct a computer-aided bibliometric system to rate textbooks. Through the software system designed here, the quality of every textbook can be easily and quickly known. This system will benefit both scholars and librarians. Design/methodology/approach Four methods were used to evaluate textbooks in this study, including: questionnaire recommendation analysis, dissertation citation analysis, library circulation analysis and bibliography analysis. The system architecture includes three subsystems: the textbook indexing and searching subsystem, the statistics added-value analysis subsystem and the citation report inquiry subsystem. An example demonstrates the usability and validity of the proposed method and system. The example uses surveying textbooks. The following percentages were used in the correlation calculation: textbook citation percentage (TCP), textbook library circulation percentage (TLP) and textbook recommend percentage (TRP). Findings There are three textbook assessment methods applied in this study, including: dissertation citation, library circulation and questionnaire recommendation. Dissertation citations for textbooks have a high correlation value with library circulation. The frequency correlation calculation was 0.7, while the TCP, TLP and TRP correlation calculation was 0.84. Therefore, the dissertation citation method can be accepted to evaluate textbooks effectively. Originality/value To the best of the authors’ knowledge, this is the first work related to evaluating surveying textbooks using a computer-aided bibliometrics system that can deal with large amounts of data and generate results quickly. This can be applied to other fields as well.

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Hmielowski, Tracy. "Societies Publish Textbook on Applied Statistics." CSA News 63, no. 6 (2018): 22–24. http://dx.doi.org/10.2134/csa2018.63.0620.

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Gardner, M. J., and Austin Bradford Hill. "A Short Textbook of Medical Statistics." Journal of the Royal Statistical Society. Series A (General) 148, no. 2 (1985): 170. http://dx.doi.org/10.2307/2981960.

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Kleszczowa, Krystyna. "Gramatyka historyczna języka polskiego Witolda Mańczaka na tle innych podręczników akademickich." LingVaria 12, spec (2019): 37–43. http://dx.doi.org/10.12797/lv.12.2017.2sp.04.

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Professor Witold Mańczak authored many academic textbooks, mostly concerning Romance languages, but also a historical grammar of Polish. This textbook focuses on the interpretation of linguistic, phonetic and morphological changes and on their subordination to general laws of language. According to Professor Mańczak, laws apply to all or the majority of languages; regularities observed in a single language can be granted no higher status than that of rules. Mańczak viewed laws as residing on a very high level of generalization, and he believed their verifiability lies in statistical circumstances. He wrote that linguistic problems should be formulated in such a way that they can be solved using statistics; those that cannot be solved using statistics are not worth the consideration. He saw the development of linguistics as tied to the progress in electronics. Professor Mańczak was an individuality in Polish linguistics who did not follow the linguistic fashion; he was never a structuralist and all the more a cognitivist. But it transpires that he was also an individuality in academic teaching. This author inferred his stance by delving into the specificity of the textbooks he authored: an Italian, French, and Spanish textbook, but also historical grammars of French and Polish.

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Farewell, Vern, and Anthony Johnson. "The first British textbook of medical statistics." Journal of the Royal Society of Medicine 105, no. 10 (2012): 446–48. http://dx.doi.org/10.1258/jrsm.2012.12k069.

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Nagamine, Camila Macedo Lima, Jean Paixão Oliveira, Ana Paula Perovano, and Cristina de Andrade Santos Reis. "Uma análise de conteúdos do bloco tratamento da informação em um livro didático do 7º ano do ensino fundamental." Revista Brasileira de Educação em Ciências e Educação Matemática 3, no. 2 (2019): 400. http://dx.doi.org/10.33238/rebecem.2019.v.3.n.2.22439.

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Resumo: Os conteúdos de estatística e probabilidade possuem grande relevância na educação básica possibilitando ao aluno recursos para uma leitura de sua sociedade e exercício consciente de sua cidadania. Como o livro didático possui um papel de destaque na atuação do professor, analisamos como um livro didático do 7º ano aborda os conteúdos de estatística e probabilidade. Tivemos como aporte metodológico a pesquisa qualitativa. Nosso objetivo foi analisar o livro didático particularizando a análise global, regional e local. Do qual identificamos fragilidades no que tange a definições, conteúdos e habilidades. Esperamos contribuir no sentido de trazer reflexões sobre como vêm sendo apresentado o “Tratamento da Informação” nos livros didáticos evidenciando suas potencialidades e fragilidades. Palavras-chave: Livro Didático; Ensino; Educação Estatística; Tratamento da Informação. An analysis of contents of the block information treatment in a teaching book of the 7th year of fundamental education Abstract: The contents of statistics and probability have great relevance in basic education allowing the student resources for a reading of their society and conscious exercise of their citizenship. As the textbook has a prominent role in the teacher's performance, we analyze how a 7th grade textbook addresses the contents of statistics and probability. We had as methodological contribution the qualitative research. Our goal was to analyze the textbook, particularizing the global, regional and local analysis. Of which we identified weaknesses regarding definitions, content and skills. We hope to contribute to bring reflections on how the "Treatment of Information" has been presented in textbooks highlighting its potentialities and weaknesses. Keywords: Textbook; Teaching; Statistical Education; Information Processing.

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WEILAND, TRAVIS. "THE CONTEXTUALIZED SITUATIONS CONSTRUCTED FOR THE USE OF STATISTICS BY SCHOOL MATHEMATICS TEXTBOOKS." STATISTICS EDUCATION RESEARCH JOURNAL 18, no. 2 (2019): 18–38. http://dx.doi.org/10.52041/serj.v18i2.138.

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The consideration of context is crucial in the discipline of statistics. In this paper, I present a Foucauldian discourse analysis (FDA) of two popular high school mathematics textbook series in the United States investigating what contextual situations they construct for the (re)use of statistics. As FDA is a novel approach in statistics education,an extended discussion is provided to help show a rationale for its use and to provide a foundation for others. An important finding is that the contextualized situations presented in both textbook series are predominantly fictional, neutral, and providelimited raw data. The findings have implications for the teaching and learning of statistics in view ofrecent calls for more focus on data and statistical literacy in schools. First published November 2019 at Statistics Eduation Research Journal Archives

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Davis, J. Wade. "Medical Statistics: A Textbook for the Health Sciences." American Statistician 62, no. 4 (2008): 362. http://dx.doi.org/10.1198/tas.2008.s274.

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Dissertations / Theses on the topic "Statistics Textbook"

Underhill, Les, and Dave Bradfield. "INTROSTAT (Statistics textbook)." Thesis, University of Cape Town, 2013. https://vula.uct.ac.za/access/content/group/23066897-bf3d-4a8d-9637-049c04424e24/IntroStat-%20Dr%20Underhill/.

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IntroStat was designed to meet the needs of students, primarily those in business, commerce and management, for a course in applied statistics. IntroSTAT is designed as a lecture-book. One of the aims is to maximize the time spent in explaining concepts and doing examples. The book is commonly used as part of first year courses into Statistics.

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Helfgott, Michel. "Calculus of One Variable: An Eclectic Approach." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/1477633871.

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This textbook is intended for a two-semester course on calculus of one variable. The target audience is comprised of first-year students in biology, chemistry, physics and other related disciplines. The title of the book reflects the fact that it is not limited to one single approach to calculus. Rather, we use graphing calculators or applications whenever they are necessary to introduce certain topics. Nonetheless, as expected, a conceptual framework permeates the whole book. A distinctive characteristic of the book is the early introduction of sequences and geometric series, and a gradual development of simple differential equations, as well as the use of linear regression to analyze data. The core of the book is to be found in the first three chapters, in which examples from biology, chemistry and physics are analyzed with care, emphasizing the close links between calculus and the natural sciences. The last two chapters, or sections thereof, can be used as a sort of capstone in order to show how mathematics helps in the understanding of enzyme kinetics and transport across cell membranes.
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Pickle, Maria Consuelo (suzie) Capiral. "Statistical Content in Middle Grades Mathematics Textbooks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4203.

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Statistical Content in Middle Grades Mathematics Textbooks Maria Consuelo (Suzie) Capiral Pickle Abstract This study analyzed the treatment and scope of statistical concepts in four, widely-used, contemporary, middle grades mathematics textbook series: Glencoe Math Connects, Prentice Hall Mathematics, Connected Mathematics Project, and University of Chicago School Mathematics Project. There were three phases for the data analysis. Phase 1 addressed the location and sequence of the statistical concepts. Phase 2 focused upon an examination of the lesson narrative, its components and scope. Phase 3 analyzed the level of cognitive demand required of the students to complete the exercises, and the total number of exercises per statistical concept. These three phases taken together provided insight into students' potential opportunity to learn statistical topics found in middle grades mathematics textbooks. Results showed that concepts, such as measures of central tendency, were repeated in several grades while other topics such as circle graphs were presented earlier than the recommendations in documents such as the National Council of Teachers of Mathematics Principles and Standards (2000) and the Common Core State Standards (2010). Further results showed that most of the statistical content was found in a chapter near the end of the book that would likely not be covered should time run short. Also, each textbook had a particular lesson narrative style. Moreover, most of the statistical exercises required low level cognitive demand of the students to complete the exercises, potentially hindering the development of deep understanding of the concepts.

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Santos, Danilo Messias Nascimento e. "Análise de livros didáticos conforme as considerações do Programa Nacional do Livro Didático : estatística e probabilidade." Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/5217.

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The National Textbook Program (PNLD) aims to choose, through a Public Notice, textbooks collections to be used in classrooms of public primary education and prepare, at the end of the procedure, a Guide of textbooks for teachers to choose them according to the considerations and reviews elaborated. So, by the importance of Statistics and Probability, which are applied in daily life in different situations, and because in the Guide there are predatory and classificatory aspects asked in the Public Notice, in a more analytical way for each collection, we investigated in this research if the collections approved in 2015 PNLD contain the recommendations of the program for these subjects. For this, in a first stage, we selected five collections of high school (appointed by L1, L2, L3, L4 and L5) that were adopted by public schools in Sergipe and evaluated according to the content analysis technique, making categories, according to the considerations of the Guide. In order to close a cycle, that connects PNLD – Textbook –Teacher, we also researched, in a second stage, the opinion of some mathematics teachers who teach in high school and are studying master's degree at the Federal University of Sergipe on, essentially, the choice of textbooks and the way they approach the statistics. For this, we applied a questionnaire and used the descriptive and statistical analysis technique as well as the content analysis. Thus, among the categories in the first phase, there are the Textbooks Presentation and the contents distribution, in which we highlighted our views about the cover, title and we verified quantitatively how they distributed the contents of Statistics and Probability. Moreover, we observed the Teaching and Learning Methodology, and we found out that all the collections used an approach that supports a passive learning, with no moment for reflection, except for specific sections. Concerning to the use of technologies, some textbooks bring examples to be used with the contents of Data Analysis area, such as software and calculator tutorials use. Another examined feature was the contextualization, defined by the Guide under the aspects of social practices and the history of mathematics. In the first, we note the inclusion in all collections through sections or exercises and in the second we realized that only one collection brings historical figures of Statistics. Moreover, few books discuss the historical evolution of the concepts and the social, economic and scientific reasons which led to the advancement of mathematics. The last category of this stage was the specific topics of Statistics and Probability, which we highlighted as the data collection stimulus or if the textbook uses a different definition of probability, beyond the classic. In the second stage of the investigation, more practical, the analysis showed that the respondents declare to know the PNLD, but they are not guided by the guide to choose collections that they will use in the classroom. The approach of statistics in textbook is considered partially satisfactory, with summarized contents and little stimuli to data collection projects. Therefore, we reflect if the federal funds earmarked for this program are being undervalued and if the collections are even being improved in accordance with the National Curriculum Guidelines, which is the basis of inquiry for the preparation of the Textbook Guide.
O Programa Nacional do Livro Didático visa a escolher, através de um edital, coleções de livros didáticos que serão utilizadas em salas de aula do ensino básico público e elabora, ao término do trâmite, um Guia para que os professores as escolham de acordo com as considerações e resenhas elaboradas por esse. Então, pela importância da Estatística e Probabilidade, que são aplicadas no cotidiano nas mais diversas situações e, por no Guia estarem contidos os aspectos eliminatórios e classificatórios pedidos no edital, de forma mais analítica para cada coleção, investigamos, nessa pesquisa, se as coleções aprovadas no PNLD 2015 contêm as recomendações desse programa para esses assuntos. Para isso, em uma primeira etapa, selecionamos, para análise, cinco coleções de Ensino Médio (nomeadas por L1, L2, L3, L4 e L5) que foram adotadas pelas escolas públicas de Sergipe e as avaliamos, segundo a técnica de Análise de Conteúdo, compondo categorias, conforme as considerações do Guia de Livros Didáticos. A fim de fechar um ciclo, que liga PNLD – Livro Didático – Professor, também pesquisamos, em uma segunda etapa, a opinião de alguns professores de Matemática que lecionam no Ensino Médio e estão fazendo mestrado na Universidade Federal de Sergipe sobre, essencialmente, a escolha do livro didático e a forma que estes abordam a Estatística. Para isso, valemos da aplicação de um questionário e usamos a técnica de análise estatística descritiva e Análise de Conteúdo. Assim, entre as categorias na primeira fase estão a Apresentação das Obras e Distribuição dos Conteúdos, em que evidenciamos nossas impressões sobre capa, título, além de verificarmos quantitativamente como estavam distribuídos os conteúdos de Estatística e Probabilidade. Além disso, teve a Metodologia de Ensino e Aprendizagem, pela qual constatamos que todas as coleções têm uma abordagem metodológica que privilegia um aprendizado passivo, sem espaço para reflexões, a não ser por seções específicas que estimulam o aluno a pensar. No aspecto metodológico do uso de tecnologias, algumas obras trazem exemplos para serem usados nos assuntos da área de Análise de Dados, como softwares e tutoriais de uso da calculadora, com destaque para a L5, e outras os abordam apenas no manual do professor. Outra categoria analisada foi a Contextualização, que o Guia define sob os aspectos das práticas sociais e da História da Matemática. No primeiro, notamos a inserção em todas as coleções, por meio de seções ou exercícios, e no segundo percebemos que só uma coleção trata de personagens históricos da Estatística. Ademais, poucas discutem a evolução histórica dos conceitos e as motivações sociais, econômicas e científicas que levaram ao avanço da Matemática, conforme preza o Guia. A última categoria dessa etapa foram os Tópicos Específicos de Estatística e Probabilidade, que destacamos das considerações como o estímulo à coleta de dados ou se a obra utiliza uma outra definição de Probabilidade, além da clássica. A coleção mais completa em nossa análise foi a L2. Na segunda etapa, mais prática, a análise mostrou que os professores afirmam conhecer o PNLD, mas não se orientam pelo Guia de Livros Didáticos para escolherem as coleções que utilizarão em sala de aula. A abordagem da Estatística no livro didático é considerada parcialmente satisfatória, com conteúdos resumidos, e poucas obras estimulam projetos de coleta de dados. Portanto, refletimos se os recursos federais destinados a esse programa estão sendo subvalorizados e se as coleções estão mesmo se aperfeiçoando de acordo com as diretrizes curriculares nacionais, que é a base de consulta para a elaboração do Guia de Livros Didáticos.

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Seier, Edith, and Karl H. Joplin. "Introduction to STATISTICS in a Biological Context." Digital Commons @ East Tennessee State University, 2011. http://amzn.com/1463613377.

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Pereira, Luciana Boemer Cesar. "Ensino de estatística na escola do campo: uma proposta para um 6º ano do ensino fundamental." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/1444.

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Acompanha: Uma proposta de ensino de estatística para um 6º ano do ensino fundamental de uma escola do campo
O presente trabalho teve como objetivo analisar as contribuições que a aplicação de uma sequência de ensino na escola do campo poderá trazer para o ensino de Estatística em um 6º ano do Ensino Fundamental. A revisão de literatura referente à Educação do Campo apoia-se em Molina (2012), Caldart (2004, 2012), Vendramini (2007), Cavalcanti (2010) dentre outros. Além disso, buscou-se base nas Diretrizes Curriculares da Educação do Campo do Paraná (2007) e nas Diretrizes Operacionais da Educação do Campo (BRASIL, 2002). A educação estatística foi apresentada através dos fundamentos das três competências de aprendizagem: o letramento estatístico defendido por Soares (1998), Gal (2002), Lopes (2003, 2088 e 2009) e Campos, Wodwotzki e Jacobini (2011), o pensamento estatístico apontado por Wild e Pannkuch (1999) e o raciocínio estatístico definido por Sdlmeier (1999) e Garfild (2002). Além disso, foram apresentadas propostas de articulação das três competências defendidas por Campos (2007) e Silva (2007). A revisão de literatura referente às características da pesquisa fundamentou-se em Bogdan (1994), Roesch (1996), Barbosa (2003), Rosa (2009) e Moreira e Caleffe (2008). Com a intenção de alcançar o objetivo proposto, foi desenvolvida, no ano de 2012, uma pesquisa aplicada, qualitativa com análise interpretativa e descritiva em uma turma de alunos do 6° ano do Ensino Fundamental de um colégio público estadual do campo do município de Imbituva, Paraná. Primeiramente foi realizada a aplicação de um questionário aos educandos e a seus familiares, cujas respostas configuraram o ponto de partida para coletar algumas características desses alunos. Depois foi realizada a análise do livro didático de Matemática disponível nesta escola do campo justificando a importância de elaborar propostas de ensino adaptadas a essa turma de escola do campo. Em seguida foi aplicada uma sequência de ensino que contemplou a organização dos dados coletados no questionário nas mais variadas representações e também o trabalho com conceitos básicos de estatística. Verificou-se durante a aplicação da sequência de ensino que os alunos se mostraram motivados ao coletarem, organizarem e resumirem dados, representando-os de várias formas. O envolvimento dos alunos foi positivo, realizando as atividades com dedicação e interesse, o que determinou o acompanhamento, de forma objetiva, da informação estatística. Por fim, foi realizado um projeto de sensibilização por meio de dados estatísticos que contribuiu para que os alunos aprendessem a socializar as práticas vivenciadas em sala de aula e assim apresentassem opiniões sobre as leituras realizadas, debatendo temas sociais de sua realidade com a finalidade de apresentar os problemas decorrentes de sua cultura e, ao mesmo tempo, elencar soluções na busca de um desenvolvimento sustentável. Como produto final deste trabalho foi elaborado um material didático de apoio ao professor contendo uma proposta de ensino de Estatística para o 6º ano do Ensino Fundamental, o qual se encontra anexado a esta dissertação.
The present work aims at analyzing the contributions the Teaching of Statistics a school in the countryside a proposal for a in a sixth grade class of Elementary School. The literature review on the Education in the Countryside was supported in Molina (2012), Caldart (2004, 2012), Vendramini (2007) ,Cavalcanti (2010), among others. In addition, basis was seek in the Curricular Guidelines of Education in the Countryside in Paraná (2007), and in the Operational Guidelines of Education in the Countryside (2002). As far as Statistical Education is concerned, it is presented with basis on the three learning competences: the statistical literacy supported by Soares (1998), Gal (2002), Lopes (2003, 2008 e 2009) and Campos, Wodwotzki and Jacobini (2011), the statistical thought pointed out by Wild and Pannkuch (1999), and the statistical thinking defined by Sdlmeier (1999) and Garfild (2002). Furthermore, proposals of combinations of the three competences by Campos (2007) and Silva (2007) are presented. The literature on the characteristics of the research has its foundations in Best (1969), Bogdan (1994), Roesch (1996), Barbosa (2003), Rosa (2009), and Moreira and Caleffe (2008). In order to achieve the proposed aim, in the year of 2012 some applied research was carried out; it was qualitative with an interpretative and descriptive analysis, in a sixth grade class of Elementary School in a state public school in the countryside in the town of Imbituva, Paraná. To begin with, a questionnaire was applied and answered by the students and their families, establishing the starting point of the work with these students’ reality. Next, an analysis of the math textbook available in this school in the countryside was done, justifying the importance of making up teaching proposals adapted to this reality. After that, a learning sequence was carried out, based on the data collected in the questionnaire, in as many varied representations as possible. A work with basic concepts of statistics was also developed, all involving the students’ local reality. While applying the learning sequence, it was noticed that the students were highly motivated when collecting, organizing and summarizing data, representing them in several ways. The pupils’ involvement was positive; they carried it out in a neat and clear way, in an attempt to produce the statistical information very objectively. At last, a project of sensitiveness was carried out by means of statistical data, such a fact that helped students socialize the practices in the classroom. This way, they were able to show their opinion on the readings done, debating social themes of their reality with the aim of presenting the problems due to their culture, and at the same time presenting solutions for the search of sustainable development. As a final product of this work, some new material to support the teacher was worked out, containing a learning sequence based on the reality of a school in the countryside for the sixth grade of Elementary School. Such work is attached to this thesis.

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Goulart, Amari. "Um estudo sobre a abordagem dos conteúdos estatísticos em cursos de Licenciatura em Matemática: uma proposta sob a ótica da ecologia do didático." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/11032.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The purpose of this study was to identify the relationships operating between the teaching of Statistics to Basic Education students (up to the 12th grade) and the teaching of Statistics at Teaching Degree programs in Mathematics relationships that might enhance the professional education of Brazilian teachers towards the development of Statistical Literacy among their future students. The Anthropological Theory of the Didactic, in its ecological perspective, was the theoretical framework adopted, from which two ecosystems were hypothesized: those of Mathematics teaching in Basic Education and in Teaching Degree programs in Mathematics. To examine whether these ecosystems are currently promoting the development of Statistical Literacy, the following documents were analyzed: the National Curriculum Parameters (PCN) for 6th-9th Grades (Mathematics), the PCN for 10th-12th Grades (Natural Sciences, Mathematics, and their Technologies), the PCN+ (Natural Sciences, Mathematics, and their Technologies), the Curriculum Guidelines for 10th-12th Grades (Natural Sciences, Mathematics, and their Technologies), the National Curriculum Guidelines for Mathematics Programs Teaching and Non-Teaching Degrees (DCN-BL), and the National Curriculum Guidelines for Higher-Education Training of Teachers for 1st-12th Grades Full Teaching Degree (DCN-FP). The following national exams were also evaluated: SAEB, Prova Brasil, ENEM, and ENADE. The analysis also included two textbook series (one for 6th-9th grades and the other for 10th-12th grades) approved by the National Textbook Program for Basic School (PNLD). The analyses of these documents and materials revealed that neither ecosystem currently promotes the development of Statistical Literacy. Between the teaching of Statistics to Basic Education students and the teaching of Statistics at Teaching Degree programs in Mathematics, no relationships were found to operate which might enhance the professional education of teachers towards the development of Statistical Literacy among their future students
Esta pesquisa teve por objetivo determinar as relações que podemos estabelecer entre o ensino de Estatística na Educação Básica e o Ensino de Estatística nos cursos de Licenciatura em Matemática, visando potencializar a formação de professores para o Letramento Estatístico. Utilizando como base teórica a Teoria Antropológica do Didático (TAD) e sua perspectiva Ecológica, formulamos, por hipótese, dois ecossistemas: o ecossistema do Ensino de Matemática na Educação Básica e o ecossistema do curso de Licenciatura em Matemática. Para verificar se esses ecossistemas potencializam o desenvolvimento do Letramento Estatístico, foram analisados os seguintes documentos: os PCN de terceiro e quarto ciclos do Ensino Fundamental (Matemática), os PCN do Ensino Médio (Ciências da Natureza, Matemática e suas Tecnologias), os PCN+ (Ciências da Natureza, Matemática e suas Tecnologias), as Orientações Curriculares para o Ensino Médio (Ciências da Natureza, Matemática e suas Tecnologias), as Diretrizes Curriculares Nacionais para os Cursos de Matemática, Bacharelado e Licenciatura (DCN-BL) e as Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica, em Nível Superior, Curso de Licenciatura, de graduação plena (DCN-FP), bem como os seguintes exames de larga escala: SAEB, Prova Brasil, ENEM e ENADE e também duas coleções de livros didáticos aprovadas pelo PNLD e destinadas à Educação Básica. A partir das análises dos documentos, concluímos que nenhum desses ecossistemas potencializa o desenvolvimento do Letramento Estatístico. Não foram encontradas relações que possam ser estabelecidas entre o ensino de Estatística na Educação Básica e o Ensino de Estatística nos cursos de Licenciatura em Matemática visando aprimorar a formação de professores para o Letramento Estatístico

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Francisco, Sérgio Luiz. "Abordagem do ensino de desvio padrão em livros didáticos." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/5955.

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Financiadora de Estudos e Projetos
Teaching Statistics as part of the axis Treatment Information is seen by PCN (Parâmetros Curriculares Nacionais) as a tool for the interpretation of the world that surrounds the pupil, in view of the diversity of areas using the typical elements of Statistics (such as tables, graphs, etc.) in the dissemination of information. Hence, the need for teaching this subject should strive for contextualization of its contents and provide information for decision-making. The objective of this work was to present a didactic sequence that judges be more appropriate as the significance for the student with regard to the teaching of some of these elements of statistics, specifically the Standard Deviation, the application of an exercise in a class of 3rd. year of high school public school education in the city of Jahu. Together, adds that, after analysis of seven textbooks indicated by PNLEM programs (Programa Nacional do Livro Didático do Ensino Médio) and PNLD ((Programa Nacional do Livro Didático) as to approach the teaching of statistics, it was found that in one there is the option for this instructional sequence in which the settings of the approach is associated with the Normal Curve probabilities related to a frequency distribution. Expected to lead teachers and mentors to reflect on the teaching of this subject, both in performance in the classroom or guidance for professionals in education, as in the choice of books or other educational materials.
O ensino de Estatística como parte do eixo de Tratamento de Informações é visto pelos PCNs (Parâmetros Curriculares Nacionais) como uma ferramenta para a interpretação do mundo que cerca o aluno, tendo em vista a diversidade de áreas que utilizam os elementos típicos da Estatística (como tabelas, gráficos, etc) na divulgação de informações. Daí, a necessidade de que o ensino deste tema deva primar pela contextualização de seus conteúdos e fornecer subsídios para as tomadas de decisões. Assim, o objetivo deste trabalho foi apresentar uma sequência didática que julga ser mais adequada quanto à significância para o aluno no que diz respeito ao ensino de alguns desses elementos da Estatística, especificamente o Desvio Padrão, com a aplicação de um exercício em uma classe da 3ª. série do Ensino Médio da rede pública estadual de educação, na cidade de Jahu. Juntamente, acrescenta-se que, após a análise de sete livros didáticos indicados pelos programas PNLEM (Programa Nacional do Livro Didático do Ensino Médio) e PNLD (Programa Nacional do Livro Didático), quanto à abordagem do ensino de Estatística, verificou-se que em apenas um há a opção por essa sequência didática, na qual a abordagem das definições da Curva Normal é associada às Probabilidades referentes a uma distribuição de frequências. Espera-se levar professores e orientadores pedagógicos à reflexão sobre o ensino desse tema, tanto na atuação em sala de aula ou em orientações para profissionais da área de educação, como, na escolha de livros ou quaisquer outros materiais didáticos.

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Andersson, Greger. "Brott och ideologi : -hur gestaltas brottslingar och hur förklaras kriminalitet ihögstadiets läroböcker i samhällskunskap?" Thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-34251.

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This study aims at analyzing the content of high school textbooks in social sciences, more specifically the field of law and order, and comparing this with the current research situation in the field. Another purpose is to investigate whether the new type of serious gang crime, which in particular has grown in various immigrant suburbs, adjacent to our largest cities, as reported in the media in recent years, has also looked into the textbooks. The essay uses a constructivist theory formation. The constructivist theory considers that different actors, based on their ideological positions, create different descriptions of current social phenomena, descriptions aimed at influencing the recipient to incorporate specific perceptions of reality and values. In this context, the teaching materials become a political product that is not so much about describing a social phenomenon as complex and objective as possible a complex, but, above all, it will be understood as the attempt of the various parties to convey their specific interpretations and interests of the phenomenon. The survey shows that all analyzing textbooks directly or indirectly highlight the men and adolescents group, and to some extent also people in an exposed psychosocial position that overrepresented in a criminal context. In cases where textbooks address statements about people committing crimes, socio-economic and psychosocial vulnerabilities are mentioned, as well as explanations of the social plane in terms of control and casualty structures. In this regard, textbooks fail to report a broad and current research on the mechanisms of crime. None of the textbooks deal with the new crime that has emerged in different socially vulnerable areas to our metropolitan areas, believing that this has gained a lot of space in the media and that the syllabuses in social sciences emphasize that the subject will highlight current social phenomena. All books consistently choose to not treat people it with a foreign background's overrepresentation in a criminal context. Nor should it be noted that some people have a biological vulnerability in committing crimes, for example, that individuals with ADHD diagnosis are heavily overrepresented in crime statistics.

Godkännane datum: 2018-05-31

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Silva, Júlio César da. "Conhecimentos estatísticos e os exames oficiais: SAEB, ENEM E SARESP." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11521.

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Secretaria da Educação do Estado de São Paulo
The goal of our research was to ascertain the relations between the brazilian educational instruments (textbook, official documents and the official exams), in that it refers to the contents of the Statistics, the light of the levels statistical literacy considered by the GAL (2002) and Wild and Pffannkuch (1999). In this paper, before the search for answers, we presented the definition of statistical thought as proposed by Gal (2002) and Wild and Pffannkuch (1999), and the level of statistical literacy shown by Shamos (1995), which our research was based on. We then analyzed the official documents (PCNEM, PNLEM, PCN+ and the Curricular Guidelines for High School) and found that their recommendations benefit the development of statistical thought. Finally, following the Praxeological Organization of Chevallard (1999), we analyzed two collections of textbooks and three official exams, in order to identify the tasks, the techniques and the theoretical-technological discourse favored by them. Based on that analysis, we can infer that the textbooks allow the development of skills that enable statistical literacy on the cultural level, whereas for a good performance in the official exams it is necessary to develop abilities that enable the statistical literacy on the functional level. In view of the results presented here, it is to be expected that our pupils show difficulties in solving the statistical questions of the official examinations; however, we believe that the shaping of statistical thought is essential for statistical learning, as well as a possible way to minimize those difficulties
Nossa pesquisa teve por objetivo verificar as relações entre os instrumentos educacionais brasileiros (livro didático, documentos oficiais e os exames oficiais), no que tange aos conteúdos da Estatística, a luz dos níveis de alfabetização estatística propostos por Gal (2002) e Wild e Pffannkuch (1999). Neste trabalho, antes da busca pelas respostas, apresentamos os termos do nosso quadro teórico. Em seguida, analisamos os documentos oficiais (PCNEM, PNLEM, PCN+ e Orientações Curriculares do Ensino Médio) e verificamos que suas recomendações favorecem o desenvolvimento do pensamento estatístico. Finalmente, analisamos, segundo a Organização Praxeológica de Chevallard (1999), duas coleções de livros didáticos e três exames oficiais de modo a identificar as tarefas, as técnicas e o discurso teórico-tecnológico por eles privilegiados. Com base nessa análise, podemos inferir que os livros didáticos permitem desenvolver habilidades propícias à alfabetização estatística no nível cultural, enquanto para um bom desempenho nos exames oficiais são necessárias habilidades propícias à alfabetização estatística no nível funcional. Tendo em vista os resultados apontados neste trabalho, é de se esperar que nossos alunos apresentem dificuldades nas resoluções das questões estatísticas dos exames oficiais, mas acreditamos que a formação do pensamento estatístico seja fundamental para a aprendizagem estatística, assim como um caminho possível para minimizar essas dificuldades

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Books on the topic "Statistics Textbook"

Edmondson, Andrew. Statistics textbook. 2nd ed. HLT Publications, 1991.

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1939-, Machin David, and Walters Stephen John, eds. Medical statistics: A textbook for the health sciences. 4th ed. Wiley, 2007.

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Glinskiy, Vladimir, Vladimir Ionin, Lyudmila Serga, et al. Statistics. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/552459.

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The content of the textbook is divided into three parts: the theory of statistics and the application of its methods in specific studies — macro - and micro-economic statistics, respectively. Meets the requirements of the Federal state educational standard of higher education of the latest generation. For students studying in an enlarged group of specialties "Economics and management", and all those interested in the problems of analysis of specific processes in the fields of Economics, management, production, accounting and Finance, as well as in other situations related to the analysis of mass statistical data.

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Measuring the real world: A textbook in applied statistical methods. John Wiley & Sons, 1997.

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Thiessen, Heiner. Measuring the real world: A textbook of applied statistical methods. Wiley, 1996.

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Moore, David S. The active practice of statistics: A textbook for multimedia learning. W.H. Freeman, 1997.

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McClave and Sincich. Statistics (Cram101 Textbook Outlines - Textbook NOT Included). 9th ed. AIPI, 2006.

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Pisani, Purves, and Freedman. Statistics (Cram101 Textbook Outlines - Textbook NOT Included). 3rd ed. AIPI, 2006.

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Edmondson, Andrew. Statistics Advanced Level Textbook. 2nd ed. HLT Publications, 1990.

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Levine, Berenson, and Krehbiel. Business Statistics (Cram101 Textbook Outlines - Textbook NOT Included). 3rd ed. AIPI, 2006.

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Book chapters on the topic "Statistics Textbook"

Grieve, Andrew P. "Medical Statistics." In The Textbook of Pharmaceutical Medicine. Blackwell Publishing Ltd., 2013. http://dx.doi.org/10.1002/9781118532331.ch9.

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Walker, James J. "Obstetric Statistics." In Dewhurst's Textbook of Obstetrics & Gynaecology. Wiley-Blackwell, 2012. http://dx.doi.org/10.1002/9781119979449.ch32.

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Pasupathy, Dharmintra. "Perinatal Epidemiology and Statistics." In Dewhurst's Textbook of Obstetrics & Gynaecology. John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119211457.ch33.

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Donohue, Michael C., Tanya Wolfson, and Anthony C. Gamst. "Statistics and Clinical Data Analysis: A Reference Guide." In Textbook of Pulmonary Vascular Disease. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-87429-6_45.

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Symanzik, Jürgen, and Natascha Vukasinovic. "Teaching Statistics with Electronic Textbooks." In Compstat. Physica-Verlag HD, 2002. http://dx.doi.org/10.1007/978-3-642-57489-4_8.

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Zapata-Cardona, Lucía, and Luis Miguel Marrugo Escobar. "Critical Citizenship in Colombian Statistics Textbooks." In ICME-13 Monographs. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03472-6_17.

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Suissa, Samy. "Novel Approaches to Pharmacoepidemiology Study Design and Statistical Analysis." In Textbook of Pharmacoepidemiology. John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118707999.ch26.

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Herson, Jay, and Chen Hu. "Statistical Monitoring of Safety and Efficacy." In Textbook of Clinical Trials in Oncology. Chapman and Hall/CRC, 2019. http://dx.doi.org/10.1201/9781315112084-12.

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Tam, Hak Ping, and Ou Yung Chih. "An Analysis of the Statistical Contents Covered In China, Singapore and Taiwan Mathematics Textbooks at the Primary Level." In The Teaching and Learning of Statistics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_10.

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Lipkovich, Ilya, Alex Dmitrienko, and Bohdana Ratitch. "Statistical Methods for Biomarker and Subgroup Evaluation in Oncology Trials." In Textbook of Clinical Trials in Oncology. Chapman and Hall/CRC, 2019. http://dx.doi.org/10.1201/9781315112084-16.

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Conference papers on the topic "Statistics Textbook"

Smerdel, Snježana, and Meliha Zejnilagić-Hajrić. "PRE-LEARNING ACTIVITIES USING A TEXTBOOK: A CROATIAN VIEW." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.125.

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A pilot research was carried out on a sample of teachers in order to determine the frequency of textbook usage within the pre-learning strategy for teaching chemistry and biology in primary and secondary schools. Data were collected through a questionnaire, and processed with descriptive and inferential statistics. Teachers use a textbook with written materials, as well as online resources within the frame of the pre-learning strategy quite rarely, and there is no difference in textbook usage regarding the education level. Keywords: cognitive load, pre-learning activities, using a textbook, working memory capacity.

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Okada, M., M. O'Brien, and M. Okada. "IntroStat: a hypertext-based electronic textbook to introduce fundamental methods of biomedical statistics." In 15th Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1993. http://dx.doi.org/10.1109/iembs.1993.978726.

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Lopac, Vjera, Andjelka Tonejc, and Planinka Pećina. "The Past and Present of Physics in Croatia: Gender Differences in Graduation Statistics and Textbook Illustrations." In WOMEN IN PHYSICS: The IUPAP International Conference on Women in Physics. AIP, 2002. http://dx.doi.org/10.1063/1.1505306.

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Kobus, C. J., and Y. P. Chang. "A Uniform Standard for the Teaching of Energy Perspectives in Statistics and Dynamics." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88225.

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It has become increasingly apparent in our combined years of teaching engineering subjects that there is a discontinuity between how related subjects are taught. By that, we mean that fundamental principles of mass, energy and momentum are indifferent to the application, yet they are introduced and utilized very differently in various engineering courses, specifically those in the general area of solid mechanics versus those in the fluid and thermal sciences. One example of this disparity is the conservation of energy principle, one of the two most fundamental of principles for which all things appear subject to without limitation. Also known as the 1st Law of Thermodynamics, the statement simply says “energy cannot be created nor destroyed.” This implies that, within these broad but absolute limits, energy can be converted from one form to another or transported from one place to another, or both, but that the total energy remains a constant. This 1st Law of Thermodynamics is taught earlier in the curriculum from its namesake, thermodynamics. In fact, most introductory statics and dynamics courses do teach some form of the conservation of energy, but usually call it “energy methods.” The plural form “energy methods” indicates that there is more than one, which can be readily observed in most statics and dynamics textbooks. Unfortunately, these methods are only special-cases of the conservation of energy principle. At no time, however, in any statics and dynamics textbook that we have seen, is the full conservation of energy principle utilized, which is unfortunate for reasons of consistency and continuity in the curriculum. It is the intent of this paper to show, through an example, that the same basic form of the conservation of energy can and should be utilized throughout the curriculum, starting with basic statics and dynamics and progressing into thermodynamics and the rest of the curriculum. This would indeed help student comprehension and retention of this very important principle in implication and application.

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Li, Chen, Wei Huali, Zhang Haoyu, Zeng Fanbo, and Qin Chaoling. "Comparative Study of Sports Statistics Textbooks and Other Disciplines' Statistics Textbooks." In 2011 International Conference on Future Computer Science and Education (ICFCSE). IEEE, 2011. http://dx.doi.org/10.1109/icfcse.2011.11.

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Hybšová, Aneta. "STATISTICS IN BRITISH AND CZECH BIOLOGY TEXTBOOKS." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.011.

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Karásková, Natálie, Rafael Doležal, Nadezhda Maltsevskaya, and Karel Kolář. "DIDACTIC CAPACITY OF SELECTED CZECH AND RUSSIAN SECONDARY SCHOOL TEXTBOOKS OF ORGANIC CHEMISTRY AND THEIR MUTUAL COMPARISON." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.56.

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In the research, a quantitative method intending to evaluate didactic capacity of four textbooks of organic chemistry used at upper secondary schools has been applied. Focusing on the arrangement of verbal and non-verbal elements, two Czech textbooks of organic chemistry were compared with two adequate Russian textbooks. The textbooks were characterized by coefficients of subject presentation, education control, orientation, and the total didactic capacity. Based on chi-square statistics, significance of the results is discussed and critically interpreted. Keywords: didactic capacity, analysis of textbooks, educational mean, Czech and Russian textbooks, organic chemistry.

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Šimpach, Ondřej, and Prokop Závodský. "The State Statistical Office and the First Czech Textbooks on Statistical Methods." In International Days of Statistics and Economics 2019. Libuše Macáková, MELANDRIUM, 2019. http://dx.doi.org/10.18267/pr.2019.los.186.150.

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Maki, Seiji, and Tatsuya Horita. "Research on Statistical Literacy Using Japanese Textbooks." In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2017. http://dx.doi.org/10.1109/iiai-aai.2017.95.

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Matondang, Zulkifli, Enny Sinaga, and Harun Sitompul. "The Effectiveness of The Use of Statistics Textbooks in Improving The Statistical Reasoning of Building Engineering Education Students." In Proceedings of the the 3rd Annual Conference of Engineering and Implementation on Vocational Education, ACEIVE 2019, 16 November 2019, Universitas Negeri Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.16-11-2019.2293235.

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Reports on the topic "Statistics Textbook"

Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.

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