INTRODUCTION OF U-LEARNING SYSTEM IN STATISTICS KOREA
CHOI, Bong, Ho and HWANG, Hyun Sik,
Statistical Training Institute, Statistics Korea,
Republic of Korea
The Statistical Training Institute (STI) operates under the Statistics Korea (KOSTAT) and is the only national
agency which offers statistical education. Mission of the STI is to nurture statistical experts and raise
understanding of statistics.
Sometimes, Ubiquitous learning (u-learning) is equivalent to some form of simple mobile learning that learning
environments can be accessed in various contexts and situations. But, u-learning environment may detect more
context data than e-learning. U-Learning Materials is defined as learning materials that may be transferred to
mobile devices via cable or wirelessly and be operated in these mobile devices.
This paper will introduce STI’s u-Learning system which is actively operated. In particular streaming progress
checkable technology (N-screen) do not have to download the video lectures and regardless of the devices
available (such as smart phones, smart pads, PC) system to introduce.
THE EFFECT OF CHANGING THE STATISTICS EDUCATION CURRICULUM OF JUNIOR HIGH SCHOOL IN
JAPAN
FUJII, Yoshinori1; OGUCHI ,Yuichi2 and AOYAMA, Kazuhiro3
1University
of Miyazaki, Japan
University, Japan
3Aichi University of Education, Japan
2Ibaraki
In Japan teaching statistics had not been regarded as important in school curriculum. In 2008 Ministry of
education, culture, sports, science and technology in Japan revised the Courses of Study for junior high school.
In the former curriculum, most of the students did not learn basic concepts in statistics, for example frequency
tables, histograms, and central tendencies (median and mode). On the other hand, in current curriculum 7th
grade students learn above basic concepts. In this study we investigated the effect of the changing the
curriculum. We conducted 25 minute examinations for 9th grade students for two years. We chose 6 schools in
three prefectures in Japan. The subjects are all 9th grade students in 6 schools in 2010 and 2011. The
examination consists of the four questions which are related to the interpretation of the graph and comparisons
of the distributions for two or more groups. The subjects of the examination in 2011 studied mathematics based
on the current curriculum but the subjects in 2010 studied based on the former curriculum, so they did not have
the knowledge about frequency tables and histograms for continuous data. To keep the comparability we
restricted the questions only for categorical data or count data. Unfortunately the results show that there are only
slight differences of the responses between two years. The differences between schools in 2010 are very small
but those in 2011 are larger. In the first year of the changing curriculum, mathematics teachers tried to study the
new contents. But it takes times that the effect appears. It may appear the difference between schools in our
results. We need to continue investigation for several years.
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STATISTICAL SIGNIFICANCE AND PRACTICAL SIGNIFICANCE IN STATISTICS EDUCATION
KUMAR, Pranesh
Department of Mathematics and Statistics,
University of Northern British Columbia,
Prince George, BC, Canada
In teaching Statistics in classrooms or training young statistics professionals, statistical significance in the null
hypothesis testing about parameters is being discussed to a great length while no or very little attention is paid to
the practical significance and its measures. Statistical significance is measured by calculating the p-value
generated by conducting the statistical test of the null hypothesis. Several interpretations of p-value are possible.
Sometimes p-value is interpreted as the probability that the results obtained were due to chance. A small pvalue for example to test the null hypothesis would suggest that the observed mean difference was not due to
chance and therefore, could be assumed significantly different. Effect size can be considered as a metric of the
extent to which the research hypothesis is true or to the degree to which the findings have practical significance
in context of the study population. That means, effect size quantifies the degree to which the study results should
be considered negligible or important regardless of the size of the study sample. Effect size measures seems to
have advantages over statistical significance testing because they are independent of the sample size and are
scale-free. Thus, the effect size measures can be uniquely interpreted in different studies regardless of the
sample size and the original scales of the variables. In this paper we will present an overview of the effect size
measures and their computations. We will consider effect size measures which can be employed for many
important statistical parameters.
SURVEYS AND BLASTER SCATTERPLOTS AT MIDDLE SCHOOL MATH NIGHTS
MOLNAR, Adam and SAWYER, Amanda
University of Georgia, USA
MESA, the University of Georgia mathematics education student association, received a 2012-13
grant to conduct math activity nights in local middle schools, for students in grades 6 - 8 and their
parents. In the Common Core standards adopted by Georgia and other US states, statistics appears in
grades 6 and 8. MESA decided to include statistics activities in both grades because of their hands-on,
animated nature. This poster lists the two activities, displays sample results, recapitulates successes,
and mentions lessons learned.
Grade 6 families explored the standard "Display numerical data in plots on a number line, including
dot plots, histograms, and box plots." Parents and students chose a survey question with a numeric
answer, asked other participants for answers, then created a graphic summarizing their data.
Grade 8 families examined the standard "Construct and interpret scatter plots for bivariate
measurement data to investigate patterns of association between two quantities. Describe patterns
such as clustering, outliers, positive or negative association, linear association, and nonlinear
association." Students fired Nerf Maverick blaster darts at various angles, using large protractors to
measure firing angle. After measuring the distance, they plotted distance against angle. Examining the
scatterplot showed an overall nonlinear association with linear parts; variability between shots; and
humorous outliers such as hitting the ceiling.
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COLLABORATION IN STATISTICAL EDUCATION BY ACADEMIA AND OFFICIAL STATISTICAL
ORGANISATIONS (UKRAINE AS AN EXAMPLE)
MOTORYN, Ruslan
Ukrainian State University of Finance and International Trade
Ukraine
The current public impression of the role of official statistics as a provider of a very important "public good" still
doesn't correspond with its great importance in the various parts of society. There are a lot of reasons for this
development, as examples shall be mentioned the problems concerning the protection of the privacy of personal
data as well as the connection between statistics and the manipulation of data. It is obvious, that Ukraine
universities have to take a great responsibility in this context. The competent and unbiased use of statistical data
concerning various parts of politics, economy and society, to a large extent produced by the institutions of official
statistics, is an important part of each leading activity in the information society.
This article focuses on collaboration in statistical education by academia and official statistical organizations in
Ukraine. The work describes educational system of statistics in Ukraine, the experience collaboration of
department of statistics of Kyiv National University of Economics and official statistical of Ukraine, contain of the
curricula of department of statistics of Kyiv National University of Economics.
EDUCATION OFFICIAL DATA UNIVERSITY ASSESSMENT WITHIN THE SCHOOL OF CIVIL
ENGINEERING, UNIVERSIDAD NACIONAL DE ROSARIO
PICCO, Alicia María; FERRANDI, María Angélica; DARUICH,Nora; RITTATORE Ma. Eugenia
Instituto of Transport Research
National University of Rosario, Argentina
Since the 90s, higher education started to be assessed in Latinamerica as a means to attain quality and
excellence, being this considered a public asset, such features have become relevant for the development of
qualified professionals, who are requested in more competitive countries.
Argentina's Act on higher education, Educación Superior Argentina Nº 24.521, is the first act regulating and
defining the mandatory status of internal and external assessments on university education quality, on faculty
performance and the excellence of the curricula. The Act states that colleges and universities shall guarantee
internal assessment instances, aiming at analyzing achievements and difficulties in the execution of their roles.
Self-assessments have become an add-in for external assessments.
In the framework of the Universidad Nacional de Rosario, the School of Civil Engineering of the Exact Sciences,
Engineering and Surveying College) (Escuela de Ingeniería Civil de la Facultad de Ciencias Exacta, Ingeniería y
Agrimensura) set up a Commission for Curricula Traceability as part of the self-assessment process. The main
objective is generating official data to improve the quality of the curricula, professors' practices and interactions
(professors-students and among students themselves) and of tools used.
As an internal assessment tool, anonymous surveys to probe students' opinions are used. Such surveys are
performed on a monthly basis and probe about completed and approved subjects.
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By implementing this quantitative technique, opinions related to the subjects conforming the curricula, faculty's
performance and quality of materials used are collected; and issues and difficulties related to each subject's
timetable and content are identified. Furthermore, such opinions are consulted and associated with students'
profiles: years in the course; subjects approved per semester.
This allows for information gathering and a dynamic analysis of two units of analysis - subjects and the
professors in charge of teaching them.
APPLICATION OF ICTS TO TEACHING STATISTICS TO NON STATISTICIANS
SEVERINO, Mag. Liliana C 1, 3 and RUGGIERI, Est Marta M.2, 3
1National
University of Rosario, Argentina
Open University - Argentina
3Universidad Nacional de Rosario - Argentina
2Inter-american
The expansion of the university system coupled with the changes introduced by the new information and
communication technologies (NICT), have a direct effect on the traditional methods of education. In fact, ICTS
have significantly increased the available information, altering the methodology of statistical treatment.
These transformations are progressively being incorporated into the university education, which should take up
the challenge of training individuals prepared to efficiently developed its activity in the field of the new information
society. This work assesses the experiences in the application of new technologies to the teaching of statistics,
describing the role of the software used for practical work and analyzing the possibilities of the Internet in a dual
perspective: as a supplement to classroom teaching and as a support for a virtual classroom based on the
foregoing of a methodological proposal that tries to adapt the use of technology to different curricular proposals
belonging to private and public universities, in different educational establishments, and in situations of marked
difference in the amount of students in charge of each professor.
A CONTRIBUTION OF STATISTICS FOR THE ELDERLY ADULTS
TERÁN, Teresita , CÓRDOBA, Omar
Faculty of Veterinary Science,
National University of Rosario, Argentina
The world development of the society of the information has given a strong impulse to the diffusion of a
Statistical Culture for the whole society. In Argentina the elderly adults, in their majority, have difficulties to
interpret information, and especially that related to Statistics. Because of this ,an extension project carried out
by professors of Biostatistics of the Faculty of Veterinary Sciences in Casilda offers an answer to a severe
problem on a social concrete necessity, since these people cannot participate actively in the changing society
where we live. The Project stimulates their interest to come closer to Statistics, to interpret it and to use it.
We work using an active methodology where the participant builds his/ her own concepts supported by
problematic real life situations.
Classes are carried out, in which adults listen to radial and television information and through discussion groups
they show up the statistical terminology and their definitions.
We proceed to read information of newspapers and magazines which are analyzed, in terms of the problem
together with their statistical basement and we also work with computers interpreting the validity of surveys and
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reports that they find. With this active methodology, the adults recover the trust and develop the critical spirit,
through arguments and validations that are given in a spiral form.
The achieved impact is based on the trust acquired by the adults, and so they are able to exchange opinions that
allow them to occupy an active place in the society, to interpret statistical information correctly in benefit of their
own learning, without the necessity of requesting help, and to be able to understand texts in radios, magazines,
television means and the internet.
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