Teaching Statistics
A Bag of Tricks
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Product details:
- Publisher OUP Oxford
- Date of Publication 15 August 2002
- ISBN 9780198572251
- Binding Hardback
- No. of pages316 pages
- Size 242x162x22 mm
- Weight 627 g
- Language English
- Illustrations numerous figures and tables and 6 halftones 0
Categories
Short description:
Students in the sciences, economics, psychology, social sciences, and medicine take introductory statistics. Statistics is increasingly offered at the high school level as well.
MoreLong description:
Students in the sciences, economics, psychology, social sciences, and medicine take introductory statistics. Statistics is increasingly offered at the high school level as well. However, statistics can be notoriously difficult to teach as it is seen by many students as difficult and boring, if not irrelevant to their subject of choice. To help dispel these misconceptions, Gelman and Nolan have put together this fascinating and thought-provoking book. Based on years
of teaching experience the book provides a wealth of demonstrations, examples and projects that involve active student participation.
Part I of the book presents a large selection of activities for introductory statistics courses and combines chapters such as, 'First week of class', with exercises to break the ice and get students talking; then 'Descriptive statistics' , collecting and displaying data; then follows the traditional topics - linear regression, data collection, probability and inference. Part II gives tips on what does and what doesn't work in class: how to set up effective demonstrations and examples, how to
encourage students to participate in class and work effectively in group projects. A sample course plan is provided. Part III presents material for more advanced courses on topics such as decision theory, Bayesian statistics and sampling.
"Gelman's and Nolan's class demonstrations sound so fun and instructive they make me want to build a stats course around them. Why are students in larger than average families? Why are there fewer baby girls in China? After students secretly put sequences of real and made-up random coin tosses on the board, how can Gelman and Nolan tell which are which? How could students who have worked together on such problems not be fascinated with the explanations?"
Table of Contents:
Introduction
First week of class
Descriptive statistics
Linear regression and correlation
Data collection
Statistical literacy and the news media
Probability
Statistical inference
Multiple regression and nonlinear models
Lying with statistics
How to do it
Structuring an introductory statistics course
Decision theory and Bayesian statistics
Student activities in survey sampling
Problems and projects in probability
Directed projects in a mathematical statistics course
Notes
References
Index
