Recognizing the differences between three discrete distributions (Binomial, Hypergeometric and Negative Binomial) can be challenging for students. We present an activity designed to help students differentiate among these distributions. In addition, we present assessment results in the form of pre-and post-tests that were designed to assess the effectiveness of the activity. Pilot study results show promise that the activity may help students recognize the differences in these three distributions.

Statistics educators have been investigating how students’ attitudes change in the introductory statistics course for many years. Typically, an overall decrease in mean attitudes over the course has been noted. However, when and how do students’ attitudes change during the term? Do they steadily decrease or is there a point when students’ attitudes might actually be increasing? If so, can instructors use this to their advantage? This research introduced a mid-semester survey of attitudes. We found that students’ attitudes are not necessarily strictly declining from the beginning to the end of the semester. We also found it might be advantageous to follow individual student attitude trends throughout the semester instead of just looking at aggregate mean scores for the different surveys. First published November 2017 at Statistics Education Research Journal Archives

Understanding counting rules is challenging for students; in particular, they struggle with determining when and how to implement combinations, permutations, and the multiplication rule as tools for counting large sets and computing probability. We present an activityusing ideas from the games of poker and pinochledesigned to help students solidify and expand upon counting techniques while also promoting critical thinking in the classroom. While this activity has been used in college level courses, we believe it would also be applicable in a high school discrete mathematics class or in any probability course having substantial emphasis on these topics. We present and discuss the activity including desired learning outcomes, rationale, opportunities for teachable moments, and potential follow-up assignments.

Context provides meaning for data analysis and the evaluation of evidence but may be distracting to students. This research explores the role of context in students’ reasoning about sampling: specifically, the relationship between the strength of students’ opinions about a topic, which provides the context for a study, and their ability to judge the quality of the sampling method and the scope of the conclusions in the study. Data were collected at four diverse institutions in both a testing environment and through individual interviews. Student responses were analyzed using a grounded theory approach. Testing environment results showed little evidence of the use of context whereas interview results showed more evidence of reliance on context-based opinions rather than statistical principles. First published November 2013 at Statistics Education Research Journal Archives