Striking Demonstrations in Teaching Statistics

Sowey, Eric

doi:10.1080/10691898.2001.11910647

Cited by 23 publications

(20 citation statements)

References 22 publications

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“…reaction and 'now I see ' and "(b)ut that contradicts what I already know" (Sowey 2001), this paper's approach is after the "wow!" reaction of 'gee I didn't realise what I already knew' and hence is a different way of building confidence using a 'striking demonstration'.…”

Section: Discussionmentioning

confidence: 90%

“…Hence they constitute examples of striking demonstrations (Sowey 2001) and "making it memorable" (Sowey 1995, Martin 2003. However, whilst Sowey's 'striking demonstration is after the…”

Section: Epiloguementioning

confidence: 99%

“…The crux of such examples is to remove the mystery surrounding statistical concepts and techniques by enabling students to explain or define a concept themselves rather than simply being told the concept. The approach builds upon the concepts of "active learning" 1 (Bryce 2005)and "making it memorable" and "striking demonstrations" as theorised by Sowey (Sowey 1995(Sowey , 2001; having both similarities and differences to the latter. A third objective is to present novel examples of how to engage students and aid their recall of certain important aspects of a Statistics course.…”

Section: Introductionmentioning

confidence: 99%

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Keeping it Real, Keeping Them Interested and Keeping it in Their Minds

Howley

2008

Journal of Statistics Education

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As part of many universities' Business degrees, students will undertake an introductory statistics course. Lecturers need to help these students appreciate and recognise the value of possessing quantitative skills and to learn and apply such skills. Three components to teaching that address these aims as well as the interdependence of these components as part of a process which enhances the teaching environment and student outcomes are described. Methods and examples to perform the techniques and ideas are provided along with a discussion of their implementation and effectiveness after delivery in a large first year course.

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Section: Discussionmentioning

confidence: 90%

“…Hence they constitute examples of striking demonstrations (Sowey 2001) and "making it memorable" (Sowey 1995, Martin 2003. However, whilst Sowey's 'striking demonstration is after the…”

Section: Epiloguementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Keeping it Real, Keeping Them Interested and Keeping it in Their Minds

Howley

2008

Journal of Statistics Education

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“…Analogies have also been shown to help motivate and engage students and show the relevance of the material to their lives and work (Sowey 2001, Martin 2003. For example, in communities with traditional sex roles, linking math skills to the complex operations women routinely apply while knitting, sewing, or cooking can demonstrate relevance (Harris 2000).…”

Section: Experimental Evidencementioning

confidence: 99%

“…An analogy is a systematic comparison of the similarities between two concepts, one of them familiar (the "analog") and one of them unfamiliar (the "target") (Duit 1991, Martin 2003, Glynn 2008, Behar, Grima, and Marco-Almagro 2013. The concept of a criminal trial, for example, is routinely used in textbooks to set the stage for hypothesis testing or to illustrate specific concepts such as false positives and false negatives (Bangdiwala 1989, Brewer 1989, Sowey 2001. Our experience suggests how useful these analogies can be, and we have found it particularly effective to develop teaching materials that exploit visual learning by illustrating analogies with photographs and diagrams.…”

Section: Introductionmentioning

confidence: 99%

Using Visual Analogies To Teach Introductory Statistical Concepts

Ancker¹,

Begg²

2017

Numeracy

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Introductory statistical concepts are some of the most challenging to convey in quantitative literacy courses. Analogies supplemented by visual illustrations can be highly effective teaching tools. This literature review shows that to exploit the power of analogies, teachers must select analogies familiar to the audience, explicitly link the analog with the target concept, and avert misconceptions by explaining where the analogy fails. We provide guidance for instructors and a series of visual analogies for use in teaching medical and health statistics.

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Enhancing the image of mathematics by association with simple pleasures from real world contexts

Pierce

Stacey

2006

Zentralblatt für Didaktik der Mathematik

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Those who market people or products choose their images very carefully. They create positive associations in the public's mind by photographing their clients with sporting heroes or national icons. In this paper we present a variety of evidence to show that a major and overlooked reason for teachers' use and choice of real world problems is to take advantage of this 'halo effect' to improve students' attitude towards learning mathematics. Analysis of interviews, reports, and results of a brief survey from teachers of middle secondary school classes indicate that they place a very high priority on positive attitudes and hence both choose and enhance real world problems to promote students' affective engagement through simple pleasures. Pleasant sensory stimuli, generally non-cognitive and peripheral to the situation to be modelled, are used to promote a positive view of mathematics. This is a good strategy for creating enjoyable and memorable lessons, but there is a danger that it may override more substantive learning goals.

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Striking Demonstrations in Teaching Statistics

Cited by 23 publications

References 22 publications

Keeping it Real, Keeping Them Interested and Keeping it in Their Minds

Keeping it Real, Keeping Them Interested and Keeping it in Their Minds

Using Visual Analogies To Teach Introductory Statistical Concepts

Enhancing the image of mathematics by association with simple pleasures from real world contexts

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