What is Statistical Problem Solving ?

This class will walk you through each chapter of my textbook An Introduction to Statistical Problem Solving in Geography, along with the lecture notes I use in my course. It is designed specifically for geographers. So, the course isn't really a math course, but an applied course in statistics for geographers.

Benefits of Statistical Problem Solving

The Role of Statistics in Geography / Examples of Statistical Problem Solving in Geography
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3 Responses to “How to solve any statistics problem”

In this paper we have presented materials that could be those replacements: a methodology for teaching and learning through a problem solving approach and a new assessment regime for grading learners after being taught statistics through that approach. Academic and professional statisticians are increasingly arguing for such an approach to be adopted in teaching at all levels: if thisis done then the assessment methods used need to match the new way of teaching and learning. As problem solving involves a range of different levels of cognitive skills, the actual questions posed to students within the assessment need to be different and should take these skills into account.

Characterizing Teachers’ Statistical Problem Solving

(3) In Geometry, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I to strengthen their mathematical reasoning skills in geometric contexts. Within the course, students will begin to focus on more precise terminology, symbolic representations, and the development of proofs. Students will explore concepts covering coordinate and transformational geometry; logical argument and constructions; proof and congruence; similarity, proof, and trigonometry; two- and three-dimensional figures; circles; and probability. Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational geometry strand. In the logical arguments and constructions strand, students are expected to create formal constructions using a straight edge and compass. Though this course is primarily Euclidean geometry, students should complete the course with an understanding that non-Euclidean geometries exist. In proof and congruence, students will use deductive reasoning to justify, prove and apply theorems about geometric figures. Throughout the standards, the term "prove" means a formal proof to be shown in a paragraph, a flow chart, or two-column formats. Proportionality is the unifying component of the similarity, proof, and trigonometry strand. Students will use their proportional reasoning skills to prove and apply theorems and solve problems in this strand. The two- and three-dimensional figure strand focuses on the application of formulas in multi-step situations since students have developed background knowledge in two- and three-dimensional figures. Using patterns to identify geometric properties, students will apply theorems about circles to determine relationships between special segments and angles in circles. Due to the emphasis of probability and statistics in the college and career readiness standards, standards dealing with probability have been added to the geometry curriculum to ensure students have proper exposure to these topics before pursuing their post-secondary education.

[…] Last month, I wrote about the steps to solving any statistics problem. […]
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Statistics Examples | Probability | Solving Permutations - Mathway

Ten subjects were asked to think aloud while solving two statistical problems. The subjects were instructed after each substep of his/her problem solving, to check in various ways the solution of the previous substep. The subjects detected 25 out of a total of 56 errors when they solved the problems. About half of the detected errors were computational errors. Nine errors were eliminated in response to the checking instructions. The think aloud data indicated that subjects' most common way of detecting their own errors was by noting that computations resulted in extreme values. Subjects also detected errors by (a) “spontaneous discovery”; (b) discontent with other aspects of a solution than the numerical value of the answer; (c) repeating a solution. The last mentioned type of error detection only occurred when subjects responded to the checking instructions. Finally it was found that subjects had a strong tendency to respond to the checking instructions either in a routinized or in a non‐elaborated way. It was discussed how the formulation of checking instructions can be improved in order to avoid this effect.

Statistical Problem Solving in Geography | Udemy

In this paper we report the results from a major UK government-funded project, started in 2005, to review statistics and handling data within the school mathematics curriculum for students up to age 16. As a result of a survey of teachers we developed new teaching materials that explicitly use a problem-solving approach for the teaching and learning of statistics throughreal contexts. We also report the development of a corresponding assessment regime and how this works in the classroom.

Workbook for Statistical Problem Solving in Geography | gisadvising

Within SK we are interested in prospective teachers’ abilities to engage in transnumeration (Wild & Pfannkuch, 1999) as a process of transforming a representation between a real system (real-world phenomena) and a statistical system (ways of modeling the phenomena statistically) with an intention of engendering understanding (Pfannkuch & Wild, 2004). Thus, teachers should be able to engage in a statistical problem solving cycle to collect data, represent the data meaningfully with graphs and compute appropriate statistical measures, and translate their understandings of the data back to the context. Transnumeration can afford new insights into data when data is represented in a way that highlights a certain aspect related to the context of data.