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"Statistical literacy is the ability to
read and interpret summary statistics in the everyday media: in graphs,
tables, statements, surveys and studies. Statistical literacy is
needed by data consumers – students in non-quantitative majors: majors with
no quantitative requirement such as political science, history, English,
primary education, communications, music, art and philosophy. About 40% of
all US college students graduating in 2003 had non-quantitative majors."
By Milo Schield in "Assessing Statistical Literacy: Take CARE" Ch 11 in
Assessment Methods in Statistical Education, pp. 133-152.
Wiley 2010 ** Amazon price was reduced from $95 to $27.02.
Now back up to $77.34. *** pdf
Schield excerpts
Statistical literacy: "understanding
the basic language of statistics (e.g., knowing what statistical terms and
symbols mean and being able to read statistical graphs), and understanding
some fundamental ideas of statistics."
GAISE College Report
Short introduction to Statistical Literacy.
For more on confounding, see Standardizing.
UK Parliament Briefing paper on Statistical Literacy
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2011 GENERAL INTEREST NEWS |
-
2011 Nov 6:
Ireland's
John Hooper Medal for Statistics.
Comments by Minister for Research and Innovation, Seán Sherlock T.D.
"Statistics lie at the heart of the type of quantitative reasoning
necessary for making important advances in the sciences, such as
medicine and genetics, and for making important decisions in
business and public policy, and indeed in our daily lives. "The
study of Statistics is not just an essential part of one’s formal
mathematical education but is an important part of what it means to
be numerate."
-
2011 Nov 1.
Math for Life: Crucial Ideas You Didn't Learn in School by
Jeffrey Bennett.
How can we solve the national debt crisis? Should you or your
child take on a student loan? Is it safe to talk on a cell
phone while driving? Are there viable energy alternatives to
fossil fuels? What could you do with a billion dollars? Could simple
policy changes reduce political polarization? These questions may
all seem very different, but they share two things in common. First,
they are all questions with important implications for either
personal success or our success as a nation. Second, they all
concern topics that we can fully understand only with the aid of
clear quantitative or mathematical thinking. In other words, they
are topics for which we need math for life—a kind of math that looks
quite different from most of the math that we learn in school, but
that is just as (and often more) important. In Math for Life,
award-winning author Jeffrey Bennett simply and clearly explains the
key ideas of quantitative reasoning and applies them to all the
above questions and many more. He also uses these questions to
analyze our current education system, identifying both shortfalls in
the teaching of mathematics and solutions for our educational
future. No matter what your own level of mathematical ability, and
no matter whether you approach the book as an educator, student, or
interested adult, you are sure to find something new and
thought-provoking in Math for Life.-
2011 Oct 24:
QR Faculty
Positions. University Scholars Programme, National University of
Singapore. The three appointees will form the core of a team
with the task of developing QR as a required part of the foundations
of USP's curriculum. We are aiming for rigorous and intellectually
sophisticated courses, which focus more on quantitative approaches
in critical thinking than on the mathematical tools themselves.
Classes will be themed around a topic developed by the instructor,
but with common QR components across all courses.
QR-Foundation draft
template.
Further questions about the position should be directed to Professor
John Richardson, Director, USP at uspbox24@nus.edu.sg
-
2011 Oct 23.
Innumeracy by Alan Penman in Significance. I’m concerned about public “Innumeracy”, also known
as “Quantitative Illiteracy”, a condition that affects millions of
adults on both sides of the Atlantic, according to recent surveys.
About 22% of the American population scored at the lowest levels of
quantitative literacy, according to the U.S. Department of
Education’s Adult Literacy Survey. In the UK, the Vorderman Task
Force reported that 24% of working adults are "Functionally
Innumerate". These days we are deluged with data, but we don’t seem
to have the right mental equipment to make sense of it all. We are,
literally, drowning in numbers. Is the condition treatable? I’m not
sure - humans have an innate number sense, but this is approximate
and limited and just may not be capable of handling such large
quantities. Nevertheless, we can surely do a better educational job
than we are now. “Quantitative Literacy”, which is even more
fundamental than mathematical or statistical literacy, has several
components, but key ones are the ability to interpret data and draw
correct inferences. Shouldn’t we make this a basic and integral part
of our education curriculum, beginning in first grade?
-
2011 Oct 6, Tobias Bucknell.
Statistical Literacy thoughts.
Comment on Pinker's comment (Oct 4). "Education is an
antidote. Statistical literacy is a must." -
2011 Oct 4, Steven Pinker
"One necessity is greater statistical literacy among the population
and especially among journalists. People need to think in terms of
proportions rather than salient examples, to appreciate orders of
magnitudes (ten thousand deaths versus ten million deaths), to
distinguish random blips from systematic trends, and to be aware
of—and thereby discount—their own cognitive biases. When Harvard
revamped its undergraduate curriculum a few years ago, I lobbied
(unsuccessfully) for a statistical and analytic thinking
requirement."
Freakonomics Blog -
2011 Oct 1, David Broussoud,
Quantitative Literacy vs. Mathematics. "A
QL requirement should be independent of a mathematics requirement.
If your students need algebra, QL should not replace that. In the
other direction, algebra is not a substitute for QL. The
mathematical and statistical skills needed for QL are basic. Algebra
need not be a pre-requisite. What makes this college-level material
is that these skills are applied and interpreted in messy,
real-world situations, using quantitative approaches to aid analysis
of complex social issues. In many respects, the natural home for QL
is in the social sciences, but I believe that math and stat
departments have an important role to play in keeping the
mathematics of QL honest and encouraging quantitative thinking as
one of the important tools for studying social issues." "I am
suspicious of any program that claims to be QL but is taught
exclusively by mathematicians. I also should add that Macalester has
no mathematics requirement for graduation, but it does have a QL
requirement. I heartily endorse this choice. I do not see a need for
all students to study college-level mathematics, but I do see a need
for improving their ability to apply quantitative reasoning."
MAA Launchings -
2011 Oct 3. Ian Thorpe
"Basic statistical literacy is not actually that hard. It’s not
difficult to learn how to understand fractions and ratios and how to
read data tables or understand graphs and charts, or how to use them
effectively (and honestly) in communicating statistical data – if
more effort was placed on teaching them and they were more valued.
And just this basic understanding could help avoid many incorrect
interpretations of data and the faulty decisions which emanate from
them."
Blog -
2011 Aug: Statistical Literacy,
Globalisation, and the Internet
by Ridgway, Nicholson and McCusker at the 2011 World Conference of the
ISI. "Every interesting problem in health, crime, poverty,
environment, education, personal well being is multivariate, has
non-linear relationships [and] has confounding variables."
"You have to be able to DESCRIBE the phenomena before you begin.
DESCRIPTION brings you face to face with big statistical ideas
–quality of data, study design, measurement error, interaction,
effect size." "Statistical Literacy 2011 is awareness of the
‘politics of data’: the choice of measures reflects values and
philosophies; [the] Aesthetics of measurement." "We are going
to be redefining ‘statistical literacy’ for rather a long time." -
2011 June 27: "one
of our objectives as Stats SA is to stimulate interest towards
statistical literacy".
Pali Lehohla is South Africa’s Statistician-General and head
of Statistics South Africa.
-
2011 May 26: Dyscalculia: as common as
Dyslexia but more of a life handicap.
Story.
-
2011 April 19:
Tangled Webs: How False Statements are Undermining America: From
Martha Stewart to Bernie Madoff by John Stewart.
A Teaching Moment on Numeracy by Freakonomics (7/19) who say
that the
first statistic in John Stewart's book is wrong.-
2011 April 8:
Tackling the challenge of poor numeracy skills.
UK Office for Standards in Education,
Children's Services and Skills (Ofsted).
Report. "The importance of literacy as a precondition of
learning and progress at work is widely understood. The challenge is
in giving numeracy the same status, so that learners, providers,
tutors and employers all see numeracy as essential to achieving
vocational qualifications and career and personal goals."
"literacy, communication skills, numeracy and enthusiasm are the
most important employability skills ..., and a lack of them in a
candidate is a “deal-breaker” for many employers."
See also the 1999 UK Moser report,
A fresh
start – improving literacy and numeracy, and the 2011 UK NIACE
inquiry on adult numeracy,
Numeracy
Counts.
-
2011 April:
Towards more accessible conceptions of statistical inference
C. J. Wild, M. Pfannkuch1, M. Regan, N. J. Horton. "if the
goal is to introduce the idea of statistical inference to
statistical beginners without the use of computational aids and with
minimal mathematics, then arguably this paper represents the single
biggest advance in several decades of concerted effort in
statistical education." Milo Schield
-
2011 March 31:
Statistical literacy is a great asset:
Kalam (Former President of India) laying the foundation stone for
Sankhya -- the National Museum of Statistics at the University of
Hyderabad.
-
2011 March 28:
Teaching Statistics - Early View
Going Beyond the Book: Towards Critical Reading in Statistics
Teaching by Andrew Gelman.
Using Pictures to Enhance Students' Understanding of Bayes' Theorem
by David Trafimow.
Cheating Partners, Conditional Probability and Contingency Tables
by Jane M. Watson.
-
2011 March 22:
US Supreme Court rules against requiring statistical significance.
Justice Sonia Sotomayor, writing for the court
on Tuesday, roundly rejected Matrixx’s proposal that information can
be material only if it meets standards of statistical significance.
“Given that medical professionals and regulators [FDA] act on the
basis of evidence of causation that is not statistically
significant,” she wrote, “it stands to reason that in certain cases
reasonable investors would as well.”
Supreme Court Docket
Matrix Petition
Respondents' Brief
Matrixx Reply Brief
Supreme Court Opinion.
Amicus briefs:
Economists Litan and Mason,
McCloskey-Ziliak. McCloskey-Ziliak
crusade.
-
2011 March 15:
USDA, FFA HELP STUDENTS CONNECT AGRICULTURE TO REAL LIFE EXPERIENCE.
Classroom-Ready Curricula Linking Agriculture
to Science, Math and Social Studies Available Published: Tuesday,
March 15, 2011 5:14 PM CDT WASHINGTON, March 14, 2011 – In
celebration of National Ag Day on March 15, the U.S. Department of
Agriculture’s National Agricultural Statistics Service (NASS) and
the National FFA organization announce the availability of
classroom-ready resources aligned with national curricula standards
for science, math and social studies. These educational tools use
the 2007 Census of Agriculture to promote communication skills,
math, and statistical literacy among kindergarten through 12th grade
students.
-
2011 March:
Contest -- QL in the
Media (Best and Worst).
SIGMAA-QL. Deadline 12/1/2011. Winners announced at 2012 JMM. -
2011 March:
Data Pointed:
Fascinating data visualization
research blog site by Stephen Von Worley.
-
2011 March:
Neil
Lutsky Recipient Amer. Psychological Foundation's "Distinguished
Teaching of Psychology Award."
This award recognizes "a significant
career of contributions as an exceptional teacher of psychology."
Lutsky was nominated for this recognition by a group of his former
students at Carleton and by colleagues in the psychology teaching
community.
-
2011 Feb 15: Johns Hopkins offers
Statistical Literacy and Reasoning in Nursing Research.
NR110.507.
-
2011 Feb 7:
Social Psychologist Sees Bias Within. New York Times
Understanding current causes of women's underrepresentation in
science Stephen J. Ceci and Wendy M. Williams.
Understanding
a new study about discrimination. By Alison Gopnik Slate.
-
2011 Jan 25:
Low expectations and other forms of bigotry. The Economist.
The decision to publish revised school league
tables showing how many pupils achieved a reasonable pass in five
core subjects (English, maths, a foreign language, a science subject
and either history or geography) exposed how many schools were
boosting their scores by pushing pupils into soft, often vocational
subjects which counted for as much as a pass in chemistry, French or
history.
-
2011 Jan:
QL and Democracy +10:
MAA President David Bressoud marks the 10th anniversary of the
publication of Mathematics and Democracy: The Case for
Quantitative Literacy in his January 2011 Launchings column.
"Quantitative literacy is "the power and habit of mind to search out
quantitative information, critique it, reflect on it, and apply it
in [one’s] public, personal, and professional life" [2]. The
mathematics can be very simple. It is the ability to work in context
that makes this a demanding discipline, and, for quantitative
literacy, context is everything. The goal is to empower students to
reason with the complex quantitative information that is omnipresent
in today’s world."
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Forthcoming
Due Dates:
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2012: Jan
3-24:
Statistical Literacy course at the Brooklyn Brainery.
Taught by Matt Stevens. Four Tuesdays, 6:30-8:00 PM. $65.
"Statistical Literacy is a lecture course, with a few little games
thrown in, but we use as little math as possible, and nothing more
advanced than basic algebra, so beginners are welcome. This course
is devoted to the ideas behind statistics. These ideas are used in
everything from sports to gambling, from physics to opinion polls.
(1) We start with the question of causality: When correlation
means causation, when it doesn't, and how experiments work into it.
These ideas are key both to science and to everyday living. The kind
of science you see in the newspaper will never look the same again.
(2) Then we turn to summarizing variables. I'll show you some
beautiful graphs, some horribly ugly ones, and some of the ways they
can mislead you. We look at three meanings of "average," and how
they can be used to tell different stories. We wrap it all up with
"sigma" -- used in testing and engineering -- and the
"standardizing" of test scores. (3) Next we look for order in the
cloud. How to make sense of a scatterplot, what "correlation" means,
and look at the all-important "regression effect," critical to
understanding the "Sports Illustrated cover jinx." We'll touch on
the Ecological Fallacy, and how it affects our view of Red States
and Blue. (4) Finally, in the last section, we start by rolling dice
and flipping coins to find that the "law of averages" isn't a law at
all. That takes us to the Normal Curve, which helps us learn what
pollsters mean by "margin of error" and what scientists mean by
"statistical significance." (5) With these covered, you'll know just
about all the statistics you need to understand the modern world."-
2012: Jan 4-7:
MAA Joint Mathematical Meeting. Boston.
Tues 8-5: Identify/Address Difficult Concepts in the
Introductory Statistics Course. Marjorie Bond.
MAA Ancillary Workshop.
Tues 9-4:30: Teaching Modeling-Based Calculus Hampton 3rd
Floor Sheraton. Daniel Kaplan, Daniel Flath, Randall Pruim and
Eric Marland.
Wed 9-11:
Teaching introductory statistics. Part A Salon
HI, 4th Floor, Marriott.
MAA Minicourse #14.
Wed 9-10:20. MAA/NCTM Mutual Concerns Committee Panel Discussion
Why is transition from high school to college important? Issues and
next steps. Room 309, Hynes Organizer: Gail Burrill, Michigan
State. Panelists: Arthur Benjamin, Harvey Mudd College
David Bressoud, Macalester College William McCallum, University of
Arizona Daniel Teague, North Carolina School for Science and
Mathematics Paul Zorn, St. Olaf College
Wed 2:15-6:40. MAA-AMS Invited Paper Session on the Philosophy of
Mathematics Room 302, Hynes Organizers: Thomas Drucker,
University of Wisconsin-Whitewater Bonnie Gold, Monmouth University
and Daniel Sloughter, Furman University. 2:15 p.m. Is Mathematics
the Language of Physics? Arthur M Jaffe*, Harvard University
(1077-AJ-71)
Wed 2:15 -3:35
Statistics and probability in the Common Core State Standards
Panel Discussion. SIGMAA-StatEd/ASA-MAA Joint
Committee on Statistics Education. Room 309, Hynes .
Organizers: Nancy Boynton, SUNY Fredonia Gail Burrill, Michigan
State University Ann Watkins, California State University,
Northridge. Panelists: Christine Franklin, University
of Georgia Joan Garfield, University of Minnesota Roxy Peck,
California Polytechnic State University, San Luis Obispo J. Michael
Shaughnessy, National Council of Teachers of Mathematics Andrew
Zieffler, University of Minnesota
Wed 5:45 p.m.-7:15 p.m. SIGMAA on Statistics Education Business
Meeting and Reception Room 202, Hynes
Wed 8:30-9:30 PM A 250-year argument: Belief, behavior, and the
bootstrap. Ballrooms A/B, 3rd floor, Hynes Bradley Efron,
Stanford U.
Thursday 2-4 PM poster session: Quantitative Reasoning in the
Contemporary World. Stuart Boersma*, Bernard L. Madison, Caren
Diefenderfer and Shannon Dingman.
Thursday 2-4 PM poster session: Evaluation and Assessment of
Teaching and Learning About Statistics (e-ATLAS). Joan Garfield*,
Bob delMas and Andy Zieffler.
Friday: 9-11.
Teaching introductory statistics. Part B Salon
HI, 4th Floor, Marriott
MAA Minicourse #14.
Friday 5-6 p.m. SIGMAA on Quantitative Literacy Business Meeting
Room 309, Hynes
Quantitative Literacy and Decision Making Friday, 8:00 –
10:55 a.m., Hynes 202 Organizers: Eric Gaze, Bowdoin College;
Cinnamon Hillyard, University of Washington Bothell; and Semra
Kilic-Bahi, Colby Sawyer College Description: Our
students are being asked to make decisions in an increasingly
complex world that require fundamental quantitative literacy in
diverse fields such as personal health, finance, and public policy.
The ability to reason from evidence by questioning assumptions and
premises, and assessing the veracity of claims is especially
critical when arguments are based on data and mathematical models.
Students' abilities to obtain, process, and understand information
related to such issues is crucial for them in making well-informed
decisions and participating in a democratic society. This session
seeks papers that discuss courses, classroom materials, curricular
and/or extracurricular activities that focus on exploring the use
and misuse of mathematical concepts related to making important
decisions that affect the personal, professional, and academic lives
of our students. All presentations are expected to be scholarly in
nature, including some evidence (qualitative or quantitative) of the
effectiveness of the activity. Sponsor: SIGMAA QL.
Speakers: 9:00 a.m. Using MS Excel to Improve Understanding
of Financial Mathematics. Paul Taylor*, Shippensburg University
(1077-L5-930) 9:20 a.m. Complex Systems and K-16 Curricula. R
W DeGray*, Saint Joseph College, Connecticut (1077-L5-1058) 9:40
a.m. The Financing Choices of American Consumers: The Influence
of Quantitative Literacy, Cognitive Disposition and Material Values.
Cinnamon Hillyard*, University of Washington Bothell Pete Nye,
University of Washington Bothell (1077-L5-1244) 10:00 a.m. The
Financial Literacy Project at Dartmouth College: Online Classroom
Resources and Modules. Eric C Gaze*, Bowdoin College
(1077-L5-2563)
Innovations in Teaching Statistics in the New Decade
Organizers:
Andrew Zieffler, University of Minnesota; Brian Gill, Seattle
Pacific University; and Nancy Boynton, SUNY Fredonia. Description: What have you found that is working particularly
well in your statistics class? What did you try that really didn't
work? What went wrong? Are there new technologies, websites,
textbook ancillary materials activities or other teaching methods
that are working well for you? What shouldn't we let go of from the
traditional courses? And what should we let go of? Tell us about
your course – especially what makes it successful. We encourage
contributions concerning either an introductory or a more advanced
undergraduate course. Sponsor: SIGMAA on Statistics
Education. Presenters will be considered for the Dex Whittinghill
Award for Best Contributed Paper.
Session I Friday, 1:00 – 6:00 p.m., Back Bay B, 2nd
floor Sheraton Hotel. 1:00 p.m. Introductory
Statistics with a Central Theme: "Statistical Reasoning" Courses
That Interest Students. David G Taylor*, Roanoke College Adam F
Childers, Roanoke College (1077-E5-907) 1:20 p.m. How the
Analysis of Current Economic Growth, Income and Employment Can Be
Used in Teaching an Introductory Statistics Course that Speaks to
Students. Alexander G. Atwood*, SUNY Suffolk County Community
College (1077-E5-2901) 1:40 p.m. Mathematics and the Law: How Big
Should a Jury Be, and How Should It Render Its Decision? Jeff A
Suzuki*, Brooklyn College (1077-E5-72) 2:00 p.m. Read and
Reflect: Making Statistics Real. Heather Hulett*, Univ. of
Wisconsin-La Crosse Barbara Bennie, Univ. of Wisconsin-La Crosse
(1077-E5-2631) 2:20 p.m. Statistics Scrapbooks in Elementary
Statistics. Julie Beier*, Mercer University (1077-E5-1660) 2:40
p.m. Using an Online Homework System in an Introductory
Statistics Course: Instructor and Student Perspectives. Lisa
Carnell*, High Point University (1077-E5-1849) 3:00 p.m. Descent
into `The Abyss' of Least-Squares Linear Regression. Charles
Bergeron*, Albany College of Pharmacy and Health Sciences David
Clarke, Albany College of Pharmacy and Health Sciences
(1077-E5-2782) 3:20 p.m. Playing Games with a Purpose. Shonda
Kuiper*, Grinnell College (1077-E5-1653) 3:40 p.m. Playing Games
with a Purpose: Initial Lessons from the Classroom. Kevin F.
Cummiskey*, United States Military Academy William H. Kaczynski,
United States Military Academy (1077-E5-1824) 4:00 p.m. Using R
in an Undergraduate Statistics Course. Judith E Canner*,
California State University, Monterey Bay Jon Detka, California
State University, Monterey Bay (1077-E5-741) 4:20 p.m.
Probability Density Functions from Real-World Applications.
Annela R Kelly*, Bridgewater State University (1077-E5-2770) 4:40
p.m. Cutting Through the Theory: Emphasizing Statistical Thinking
in Mathematical Statistics. Jennifer L. Green*, University of
Nebraska-Lincoln Erin E. Blankenship, University of Nebraska-Lincoln
(1077-E5-2100) 5:00 p.m. Value and Relevance of an Engineering
Statistics Course. Kumer Das*, Lamar University, Beaumont, TX
(1077-E5-2547)
Session II Saturday 1-5 PM. Back Bay Ballroom C, 2nd
Floor, Sheraton. 4:20 p.m. Teaching Statistical Literacy
Entirely Online: 2011. Milo Schield*, Statistical Literacy
Project (1077-E5-2503) 4:40 p.m. A Statistical Odyssey:
Modernizing the Discussion Board to Enhance Student Engagement.
Kimberly J Presser*, Shippensburg University (1077-E5-1341)
Motivating Statistical and Quantitative Learning through
Social Engagement Saturday, 8:40 – 10:55 a.m., Hynes 203 Organizers: Brian Gill,
Seattle Pacific University; Eric Gaze, Bowdoin College; Andrew
Zieffler, University of Minnesota; and Stuart Boersma, Central
Washington University. Description: It is important for
our students to learn to apply statistics and quantitative methods
to real problems. Our students are interested in service learning
and civic engagement and they provide important ways for students to
both do useful work and also better understand the techniques that
they learn in their courses. Social justice is not often discussed
in mathematics or statistics courses; however, we can use
quantitative techniques to better understand the differences in the
lives of people in various segments of society. We invite
submissions that describe successful statistics or quantitative
literacy courses that include a service learning, social justice or
civic engagement component. Sponsors: SIGMAA on Statistics
Education and SIGMAA on Quantitative Literacy. Presenters
identifying their presentation as being about a statistics course
will be considered for the Dex Whittinghill Award for Best
Contributed Paper.
Speakers: 8:40 a.m. Mathematics for a Just World:
Teaching Quantitative Literacy Through Social Justice Issues and
Service Learning. Bonnie J Shulman*, Bates College, Lewiston, ME
(1077-J1-143) 9:00 a.m. Quantitative Literacy in a First-Year
Seminar Course. Maria G Fung*, Worcester State University
(1077-J1-1973) 9:20 a.m. Service Learning Project in a First-Year
Seminar. Zeynep Teymuroglu*, Rollins College (1077-J1-768) 9:40
a.m. Service-Learning Projects and Activities that Engage Liberal
Arts Mathematics Students: Implementation and Assessments.
Morteza Shafii-Mousavi*, Indiana University South Bend Paul
Kochanowski, Indiana University South Bend (1077-J1-169) 10:00 a.m.
Quantitative Reasoning and Informed Citizenship: Building
Students' Awareness of Social Issues. Alicia Sevilla*, Moravian
College Kay Somers, Moravian College (1077-J1-2467) 10:20 a.m.
Math Trails in Undergraduate Mathematics. Mike Daven, Mount
Saint Mary College Lee Fothergill*, Mount Saint Mary College
(1077-J1-161) 10:40 a.m. How Does Acceptance of Lesbian and Gay
Men Spread in a Social Network? Angela Vierling-Claassen*,
Lesley University Dorea Vierling-Claassen, Brown University
(1077-J1-784)
Trends in Teaching Mathematics Online Saturday, 1:00 –
5:55 p.m., Hynes 311 Organizer: Michael B. Scott, California State
University, Monterey Bay Description: This session will
highlight the challenges, triumphs and emerging trends in teaching
mathematics online. It will also provide a forum for instructors to
share and discuss new or improved teaching ideas, approaches and
technologies for teaching mathematics courses online. Presentations
will be geared to both instructors teaching mathematics online for
the first time and veteran practitioners. The demand for effective
online courses continues to grow. Although teaching online has been
around for some time, technologies and techniques continue to
evolve. This evolution can present new and more effective learning
experiences for students. The focus of the reports include, but are
not necessarily limited to: descriptions of and solutions to
challenges and pitfalls when teaching mathematics online; effective
practices of online instruction; experiences using new and emerging
technologies in online instruction; innovative pedagogical and
assessment models; strategies for teaching upper-division courses;
analysis of the effectiveness of teaching mathematics online. Sponsors: Committee on Technologies in Mathematics Education (CTiME)
and WEB SIGMAA
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2012: Feb
16-18.
2012 ASA Conference on Statistical Practice Orlando, Florida.
-
2012 Feb
22-24.
The Sixth Winter Institute On Statistical Literacy For Librarians
(WISLL).
University of Alberta Libraries. This training event will provide
strategies and skills for finding, evaluating and retrieving online
published statistics and will be useful to information professionals
working in academic, public and special libraries.
-
2012 Feb
24 Schield speaking at Lehman College, NYC. -
2012 May
14-18 eCOTS-2012:
Electronic Conference on Teaching Statistics.
"designed to focus on undergraduate-level statistics education
(including AP Statistics), with a target audience of statistics
teachers." Call for proposals (presentations and
posters). Three themes proposed: (1) Teaching Statistics: Debating
some of the Big Ideas, (2) Statistics for the Modern Student and (3)
Reaching Out and Building Relationships Beyond the College
Statistics Classroom. Deadline: Feb 15, 2012.-
2012 June
11-14 6th Annual
International Conference on Mathematics, Statistics and Education
(Teaching) Mathematics and Statistics.
Athens, Greece. Contact: Professor Gregory T. Papanikos.
Organized by: Athens Institute for Education and Research.
Deadline for abstracts/proposals: 14 February 2012.
-
2012: July 2-6:
IASE Roundtable Conference on Technology in Statistics Education:
Virtualities and Realities,
Cebu City Philippines. October 1,
2011 for submission of summaries of papers to the Chair of the 2012
Roundtable Scientific Program Committee.
-
2012: July 8-15.
ICME-12
Seoul Korea. See TSG12: Teaching and learning of statistics. Deadline
for proposals: Nov 1, 2011. E-mail call for proposals: Topics of interest include
"Statistical literacy (its role in the curriculum, the challenges in
preparing teachers to teach with statistical literacy as a goal)"
ICME-12 website: "Statistical literacy and its role in the curriculum including the
content that is important for achieving statistical literacy and the
challenges in preparing teachers to teach with statistical literacy
as a goal. "-
2012: July
9-12.
ASC2012. Australian Statistics Conference, Adelaide.
Other events.
Other
conferences-
2012: July 9-13.
RC33 Eighth
International Social Science Methodology.
University of Sydney. Open abstract submissions 2 Sept 2011; Close abstract submissions 1
December 2011; Papers due 10 April 2012 -
2012: July 9-14.
World Congress on
Probability and Statistics. Istanbul.
-
2012: July 28-Aug 2.
ASA Joint Statistical Meetings San Diego.
-
2012: Sept
12-14.
International Association of Official Statistics (IAOS).
Kiev, Ukraine. Topics and Panel include Statistical Literacy .
Sessions.
Abstracts due by Dec 1, 2011.-
2013: August. 59th
ISI WSC 2013
in Hong Kong.
Call for session
proposals -
2014: July 7-11.
2014 IMS Annual Meeting Sydney, Australia
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