John Caruso Ph D Dissertation Statistical Services

ICOTS 8 2010

ICOTS8 website➶ (for conference themes, program, sponsors, host, etc.)

Ljubljana, Slovenia

Videos of Plenary Talks

Plenaries

Data and context in statistics education: towards an evidence-based society

Evidence-based medicine

Evidence-based policy making

Evidence-based management

The researcher/practitioner gap

Creating an evidence-based society

  • 1F1: Wikis, dynamic charts, videos and other innovative tools to transform statistics into knowledge : Enrico Giovannini
  • 1F2: What we know and what we should know : Maria Manuel da Silva Nascimento, José Alexandre Martins
  • 1F3: Analysis of clustered measurements: a comparison of the performance of foundation year students, 1994 cohort, with those of direct students, 1995 cohort, at the University of Limpopo, South Africa : Maseka Lesaoana, Maupi Letsoalo

Lies, damn lies, statistics: lessons from past and present for the future

Statistics education at the school level

Learners’ first experiences of handling data — focusing on 7 to 13 year olds

Secondary-level statistical education

Statistical education at the Secondary/Higher Education interface

Using technology at school level to enhance statistical understanding

Improving the teaching of statistics at school level

Making connections between educational research and teaching statistics at the school level

Learning to teach statistics

Professional development of teachers

Pre-service preparation for primary teachers

The impact of technology on learning to teach statistics

Learning to use context in teaching statistics at school and tertiary level

Learning to teach data-based statistics at school and tertiary level

Similarities and contrasts in teaching mathematical and statistical thinking

Diversity in types of teaching at the tertiary level

Practicum learning to teach statistics: perspectives from young staff

Statistics education at the post secondary (tertiary) level

A taxonomy of statistics courses

Less parametric methods in statistics

Methods for ordinal data analysis

Innovations in teaching statistics at the tertiary level

Heterogeneity of student levels

Sensible use of multivariate software

Learning statistics through projects

Integrating consulting with graduate education

Integrating Bayesian methods with traditional statistics education

Sampling populations

Assessment in statistics education

Assessing progress and performance with authentic and alternative assessment techniques

Methods for large scale assessment of meaningful knowledge of statistics

The use of innovative technologies to enhance assessment of statistical knowledge

Assessing statistical literacy and critical understanding of real-world messages related to statistics, probability, and risk

Assessing statistical reasoning and statistical thinking

  • 5F1: Assessing student learning about statistical inference : Beth Chance, John Holcomb, Allan Rossman, George Cobb
  • 5F2: Development of an instrument to assess statistical thinking : Auðbjörg Björnsdóttir, Andrew Zieffler, Joan Garfield, Robert C delMas
  • 5F3: Towards assessing understanding of prerequisite knowledge for sampling distributions : Michelle Sisto, Tisha Hooks, Michael Posner, Dale Berger

Statistics education, training and the workplace

Environmental statistics

Statistics training for researchers in other disciplines

Medical statistics

Statistical applications in the workplace

Service learning and statistics: integrating statistics education into the workplace

Preparing for the world of work: lessons for statistics education from beyond the field

Statistics education and the wider society

Statistics and the media

Statistics and sports

Statistics in psychology and the social sciences

Statistics education for engineering

Statistics for biology and the health sciences

Statistics in business

Statistics for non-quantitative majors

Official statistics in statistics education:links between IASE and IAOS

Research in statistics education

Research on developing students’ statistical reasoning in primary and middle school

Research on developing students’ statistical reasoning at secondary and tertiary levels

Making sense of risk

Research on technology in statistics education

Theoretical frameworks in statistics education research

Research methodologies in statistics education

Research into learning statistics in vocational educational and training

Evidence-based statistical practice

Technology in statistics education

New paradigms in teaching statistics through technology

Rethinking the statistics curriculum: computing skills our students need

Virtual environments and experimental learning in statistics education

Advancing statistics education through visualization technologies

e-learning tools: evaluation and the role of the instructor

Sharing data for educational purposes (standards, databases, case studies)

Effective online educational materials

An international perspective on statistics education

Statistics teaching in the Asian context

Statistics education in Africa

Statistics education in developing countries

International projects that improve statistics education

The role that National Statistics Offices play in promoting statistics literacy

Statistics education in South America

One hundred years of progress — teaching statistics 1910 to 2010: what have we learned?

Contributed papers

  • C101: Dichotomous thinking: a problem beyond NHST : Jerry Lai
  • C104: Identifying misconceptions about confidence intervals : Pawel Kalinowski
  • C105: Paradoxical games as a didactic tool to train teachers in probability : Carmen Batanero, Jose Miguel Contreras, José António Fernandes, Mario Miguel Ojeda
  • C106: Students’ profile in higher education in Italy : Claudia Caruso
  • C107: A statistical game: the silent cooperation problem : Ernesto Sánchez, Alejandro Hernández
  • C108: A teaching experiment dealing with statistics in high school : Sandra Magina, Irene Cazorla, Edgard Silva
  • C109: Statistical training in humanities and social sciences in group and at distance: exploration of the effects of teaching and lerning on collaborative work through the observable traces of social interactions in a system of online distance education : Jean-Claude Régnier, Annick Pradeau, Muhammad Shahid Farooq
  • C110: Research in statistical education: competence level of secondary school pupils : María Vega, José M Cardeñoso, Pilar Azcárate
  • C111: Statistics education in the social and behavioural sciences: from dichotomous thinking to estimation thinking and meta-analytic thinking : Geoff Cumming
  • C112: Comparing outcomes between online and face-to-face statistics courses: a systematic review : Kathleen Mathieson
  • C113: Compare students’ attitudes to learn mathematics and statistics in China and Australia : Dong Q Wang, Bingshu Wu
  • C114: Assessing mathematics competence in introductory statistics courses: an application of the item response theory : Silvia Galli, Francesca Chiesi, Caterina Primi
  • C115: Teaching regression models: an application with simulations : Irene Schiattino, Rosa Montaño, Claudio Silva, Carmen Acuña, Isabel Ormeño
  • C116: Students’ opinion on the subjects of statistics and probability in secondary schools of Lisbon, Portugal : Sara Caldeira, Helena Mouriño
  • C117: The opinion of the family about the performance of the schoolchild bringing knowledge to his/her own family: statistics on prevention of mouth cancer : Maria Lucia Marçal Mazza Sundefeld, Lucas Correa Homse, Annelise Katrine Carrara Prieto, Marco Aurélio Borella Rodrigues
  • C118: Supporting shifts in teachers’ views and uses of problem context in teaching statistics : Jana Visnovska, Paul Cobb
  • C120: A comparative analysis between statistical tools adopted in scientific research of the speech therapy area and contents present in the area course syllabuses : Maria Cláudia C Grácio, Cora S T Paiva, Patrícia S O Souza
  • C121: Toward improving the quality of doctoral education: a focus on statistics, research methods, and dissertation supervision : Rossi Hassad
  • C125: Confidence intervals using interval arithmetic : Juan José González-Henríquez, Nicanor Guerra-Quintana
  • C126: Linking probabilities to real-world situations : how do teachers make use of the mathematical potential of simulation programs? : Laurent Theis, Annie Savard
  • C127: Statistic for the social sciences: a challenge : Nora Lac Prugent, Liliana Severino
  • C128: Improving capacities of translation through an educational process : Carlos Carrión-Pérez, María Candelaria Espinel-Febles
  • C129: A content analysis of the statistics education discussion list, EDSTAT-L : Robert N Goldman, John D., Jr. McKenzie
  • C130: The impact of using pupils’ daily social practices as well as computerized simulators as a teaching medium on motivation and knowledge construction regarding probabilities among high school pupils : Vincent Grenon, François Larose, Jimmy Bourque, Johanne Bédard
  • C131: The concept of mean by primary school students : Gilda Guimarães, Verônica Gitirana, Mabel Marques, Diego dos Anjos
  • C132: Independence of events: an analysis of knowledge level in different groups of students : Verônica Yumi Kataoka, Hugo Mael Hernandez Trevethan, Claudia Borim da Silva
  • C133: he effect of contextualising probability education on differentiating the concepts of luck, chance, and probabilities among middle and high school pupils in Quebec : François Larose, Jimmy Bourque, Viktor Freiman
  • C134: Youth and Adults students interpreting bar and line graphs : Izauriana Lima, Ana Selva
  • C135: Teaching statistics at high school: an alternative approach : Lorí Viali, Renate Grings Sebastiani
  • C136: Implications of educational reform in Cyprus on the teaching of probability and statistics at the secondary school level : Irini Papaieronymou
  • C137: Movies as a tool for improving our classes : Luis J Rodríguez-Muñiz
  • C138: Strengthening the understanding of sampling distribution and errors associated to the hypothesis testing in students of agricultural and environmental sciences : María Virginia López, María del Carmen Fabrizio, María Cristina Plencovich
  • C139: Social representations of French-speaking undergraduate students in humanities and social studies in the use and difficulties in learning statistics : Alain Bihan-Poudec, François Larose
  • C140: A semiotic analysis of “Mônica’s random walk”: activity to teach basic concepts of probability : Tânia Gusmão, Eurivalda Santana, Irene Cazorla, José Cajaraville
  • C141: Analysis of activity at statistical literacy: contributions of the activity theory : Aida Carvalho Vita, Eurivalda Santana, Irene Cazorla, Silvana Oliveira
  • C142: Fostering students’ statistical reasoning, self-efficacy, and attitudes: findings from a comprehensively reformed undergraduate statistics course : Aboma Olani, Rink Hoekstra, Egbert Harskamp, Greetje van der Werf
  • C143: The confidence intervals: a difficult matter, even for experts : Gabriel Yáñez Canal, Roberto Behar Gutiérrez
  • C146: Adjusting cognitive load to the student’s level of expertise for increasing motivation to learn : Jimmie Leppink
  • C147: Non-statisticians learning statistics : Ayse Bilgin
  • C148: Personal Response Systems for teaching postgraduate statistics to small groups. : Andrew Titman, Gillian Lancaster
  • C149: Teaching statistics at a superior school of business management. Realities and challenges. : Sandra Nunes, Sandra Oliveira, Sandra Monteiro
  • C150: The impact of video-based resources in teaching statistics: A comparative study of undergraduates to postgraduates : Norhayati Baharun, Anne Porter
  • C151: Webquest: information and communication technology tool for statistical problem solving for middle school students : Ana Serradó-Bayés
  • C152: Coin-sequences and coin-combinations taught as companion tasks : Anthony Bill, Peter Gayton
  • C153: Developmental changes in Australian school students’ interest for statistical literacy : Colin Carmichael, Ian Hay
  • C154: Statistical analysis from the viewpoint of primary-school teachers and their teaching practice: explorative survey of an Italian region : Renata Clerici, Emanuela Cisco
  • C155: Implementing the change: teaching statistical thinking not just methods : Irene David, Jennifer Brown
  • C156: The American Psychological Association Publication Manual sixth edition: implications for statistics education : Fiona Fidler
  • C157: Motivation and self-efficacy related to probability and statistics: task-specific motivation and proficiency : Martin Gundlach, Sebastian Kuntze, Joachim Engel, Laura Martignon
  • C158: Teachers’ perceptions of best practice in statistical literacy education : Ian Hay
  • C159: Aspects of statistical literacy between competency measures and indicators for conceptual knowledge: empirical research in the project “RIKO-STAT” : Sebastian Kuntze, Joachim Engel, Laura Martignon, Martin Gundlach
  • C163: Crisis of statistics pedagogy in India : Madhu Paranjape
  • C164: Developing robust understandings of variation : Susan Peters
  • C165: Creating YouTube videos that engage students and enhance learning in statisitics and Excel : Nicola Petty
  • C166: Interpreting literacy and numeracy testing reports: what do teachers need to know? : Robyn Pierce, Helen Chick
  • C167: The use of statistics in real and simulated investigations performed by undergraduate health sciences’ students : Rui Pimenta, Ana Nascimento, Margarida Vieira, Elísio Costa, Margarita Viera
  • C168: Comparison of attitudes towards statistics in graduate and undergraduate health sciences’ students : Rui Pimenta, B. Mónica Faria, Ilídio Pereira, Elísio Costa, Margarida Vieira
  • C169: Developing a framework for reasoning about explained and unexplained variation : Jackie Reid, Chris Reading
  • C170: Simulating the risk without gambling: can student conceptions generate critical thinking about probability? : Annie Savard
  • C172: E-learning of statistics in Africa : Ian Dale, Cary Clark, Roger Stern, Sandro Leidi, David Stern
  • C173: The use of computer-based tests to consolidate statistical concepts in Kenya : David Stern, Doug Stirling, Ian Dale, Roger Stern
  • C174: Incremental modernisation of statistics teaching and curriculum at Maseno University, Kenya : David Stern, Omolo N Ongati, John Ogonji Agure, Betty Ogange
  • C175: Visual representation of the syllabus content about “data” : Theodosia Prodromou, Chris Reading
  • C176: Teaching statistics in the context of biology: the symbiosis experience : Edith Seier, Karl H Joplin
  • C177: The teaching of statistics and probability in mathematics undergraduate courses : Lorí Viali
  • C178: Strategies to make counter-examples while comparing two groups : Kai-Lin Yang, Wen-Han Chang
  • C179: Interaction in synchronous chat tutorials to facilitate learning in introductory statistics : Christine McDonald, Birgit Loch, Margaret Lloyd
  • C180: Pre-service teachers’ understanding of probability distributions: a multilevel statistical analysis : Theodore Chadjipadelis, Sofia Anastasiadou
  • C181: On teaching basic statistics: a capture-recapture example : Flavia Mascioli, Carla Rossi, Daria Scacciatelli
  • C182: Trajectories of learning in middle years’ students’ statistical development : Rosemary Callingham
  • C183: Statistics for the mathematically challenged : Michael Bedwell
  • C184: Dissemination of good practice in teaching, learning and assessment of statistics in higher education : Nasrollah Saebi, Penelope Bidgood
  • C185: The student project: the importance of using statistics in being an agricultural scientist : Annalene Sadie
  • C186: Developing statistical consultancy skills in post-graduate students: a case study : Stuart Sharples, Emily Yeend, Brian Francis, Gareth Ridall, Jill Booth
  • C187: New e-learning course for social survey and introductory statistics : T Hirose, Y Kanazawa, Y Arakawa, M Kagawa, T Mizuhara, Kazunori Yamaguchi
  • C188: Simulation using R from within Excel for teaching first year biologists : Gareth Ridall
  • C189: Teaching statistics through ExperimentsAtSchool : Mark Crowley, Kate Richards, Neville Davies
  • C191: Training of lecturers at Maseno University, Kenya : James Musyoka, David Stern, Joyce Otieno
  • C192: The growing role of computers for teaching statistics in Kenya : Parin Kurji, Brigid McDermott, David Stern, Roger Stern
  • C193: Teaching strategies to promote statistical literacy: review and implementation : Svetlana Tishkovskaya, Gillian Lancaster
  • C194: Resource discovery for teaching datasets. : Valmira Hoti, Brian Francis, Gillian Lancaster
  • C197: Distance learning for teacher professional development in statistics education : Maria Meletiou-Mavrotheris, Efi Paparistodemou
  • C198: Statstutor: an on-line statistics learning and teaching resource : Alun Owen, David Green, Moira Petrie, Neville Davies, John Marriott
  • C201: Developing research literacy in academic medical research institutions: introducing an online modular course in biostatistics and epidemiology : Mohamed Abdolell, Jennifer I. Payne
  • C202: Hidden jargon: everyday words with meanings specific to statistics : Christine Anderson-Cook
  • C203: Student attitudes to real-world projects in an introductory statistics course : Ann Bingham
  • C204: Statistics education in the context of critical education: teaching projects : Celso Campos, Maria Lucia L. Wodewotzki, Otavio Jacobini, Denise Lombardo
  • C205: Recipe for a Cobb salad in a time of easy computability : Robert H Carver
  • C206: Enhancing statistical literacy through short open-ended questions that involve context, data, and upper level thinking : Mahtash Esfandiari, Hai Nguyen, Yuliya Yaglovskaya, Robert Gould
  • C207: Introducing large data sets into the classroom: a graphical user interface for teaching with databases : Ulrike Genschel, Heike Hofmann, Danielle S. Wrolstad
  • C208: Enhancing conceptual understanding with data driven labs : Robert Gould, Gretchen Davis, Rakhee Patel, Mahtash Esfandiari
  • C210: Linking the randomization test to reasoning about p-values and statistical significance : Sharon Lane-Getaz
  • C212: A key problem: pedagogical tradeoffs along familiar and generic dimensions : Dragan Trninic, Dor Abrahamson
  • C213: Teaching introductory statistics using student generated data in a large class : Aklilu Zeleke, Carl Lee
  • C215: Teaching statistics in a language other than the students’ : Khidir Abdelbasit
  • C217: Interpretative skills and capacity to communicate statistically: a differential analysis : Emília Oliveira, Pedro Campos
  • C218: University introductory statistics courses in Iceland : Auðbjörg Björnsdóttir
  • C251: Statistical data analysis in psychology. generation of self examination questionnaires for students: approach to the item : Joan Guàrdia-Olmos, Maribel Peró-Cebollero, Montserrat Freixa-Blanxart, Jaume Turbany-Oset, Amàlia Gordóvil-Merino, María Carrera-Fernández
  • C253: Meta database for datasets regarding statistical education : Peter Pipelers, Ellen Deschepper, Heidi Wouters, Olivier Thas, Jean-Pierre Ottoy
  • C254: How students learn about data distribution when addressing a problem affecting their community : Yury M. Rojas
  • C255: Chilean primary teachers challenged to build PCK for statistics : Raimundo Olfos, Soledad Estrella
  • C256: Changing the understanding of probability in talented children : Soledad Estrella, Raimundo Olfos
  • C257: Development and validation of the statistics teaching inventory (STI) : Jiyoon Park
  • C258: Ethical-political aspects of statistical literacy : Karen François, Jean Paul Van Bendegem
  • C259: The significance of residuals on modeling data : Markus Vogel
  • C260: An experience in curriculum design for high school statistics education : Felipe Fernández, Luisa Andrade
  • C265: Is median an easy concept? Semiotic analysis of an open-ended task : Silvia Mayén, Carmen Díaz
  • C271: Reviewing and promoting research in probability education electronically : Ramesh Kapadia, Manfred Borovcnik
  • C273: The effects of an Audience Response System (ARS) on achievement and attitudes towards statistics in a introductory statistics class : Megan Mocko, Tim Jacobbe
  • C274: The future of interactive, electronic research: an exemplar from probability education : Manfred Borovcnik, Ramesh Kapadia
  • C275: Teaching: estimation of minimum sample size and the impact of effect size and altering the type: I & II errors on it, in clinical research : K R Sundaram, Amrutha Jose
  • C276: Creating statistically literate global citizens: the use of integrated census microdata in teaching : Ann Meier, Robert McCaa, David Lam
  • C277: Statistics learning and batiks: an innovative way of doing mathematics : Lucília Teles, Margarida César
  • C278: nalysis of a basic statistic course using item response theory : Dalton Andrade, Marcos Magalhães
  • C279: Principles and strategies in teaching probability : Talma Leviatan
  • C280: Elementary school students’ understanding of concept of arithmetic mean : Evanthis Chatzivasileiou, Ioannis Michalis, Christina Tsaliki
  • C281: Improving research in statistics education : Djordje Kadijevich
  • C282: Teaching students to use the chi-square test when observations are dependent : Austina S S Clark
  • C283: Life after graduation: do statisticians fare better than other graduates in the Brazilian labor market? : Sonoe Sugahara, Kaizô Beltrão
  • C284: Electronic spreadsheets as a teaching aid to a generalized linear model course : Kaizô Beltrão, Sonoe Sugahara
  • C285: Understanding of arithmetic mean : Mateja Sirnik, Silva Kmeti?
  • C286: Data handling and statistics in external assessments : Mojca Suban Ambrož, Sonja Rajh, Jerneja Bone
  • C287: Data processing and statistics in the Slovenian curriculum : Amalija Žakelj

Posters

  • P1: A method to teach genetic variability to undergraduate students : RosJúlia P. Soler, Suely R. Giolo, Nubia Esteban, Mirian de Souza
  • P2: Statistical variability applied to task duration estimation problem in project schedules : Alonso Soler, Júlia Pavan Soler
  • P3: An experience with digital learning resources used in statistics education for undergraduate students of engineering careers : Rosa Montaño, Rosa Barrera, Julia Jadue, Isabel Ormeño
  • P4: Statistical education and a fairer society : Ana T. Antequera Guerra, M. Candelaria Espinel Febles, Carlos Carrión Pérez
  • P6: Tools for solving demographic statistic problems based on mortality tables : F. Abad Montes, M. D. Huete Morales, M. Vargas Jiménez, M. C. Aguilera Morillo
  • P7: Factors affecting dropout rates and the time to complete the undergraduate course of statistics in Parana, Brazil : Nelva Maria Zibetti Sganzerla, Suely Ruiz Giolo
  • P8: Semiotic analysis of activities applied in the instances of selection for the first international statistical literacy competition : Liliana Tauber, María Inés Rodríguez
  • P10: The onto-semiotic approach as an integrative theoretical framework for statistical education : Juan D. Godino, Carmen Batanero
  • P11: The dark side of statistics: numeracy and luck in the development of probabilistic reasoning : Sarah Furlan, Franca Agnoli
  • P12: Little statisticians grow up: exploring the concept of variability in young children : Gianmarco Altoè, Franca Agnoli
  • P13: The application of PASW statistics in statistical education and its usage for distance learning in the Ukraine : Nina Tovmachenko, Andriy Zhuravlov
  • P14: Trends in statistical education in Ukraine : Yakiv Karchev, Ivan Pylypenko, Volodymyr Karpov
  • P15: Statistics education: outliers and forensic science : Fernando Rosado
  • P16: The role of visualization in data handling in Grade 9 : A. Makina, D.C.J. Wessels
  • P17: Statistics teaching strategy on environmental issues of technological matters : M.Isabel Ormeño A, Ernesto Gramsch L.
  • P18: Preservice elementary teachers’ conceptions of distribution : Eva Thanheiser, Jennifer Noll
  • P19: Inés Plasencia-Cruz, Candelaria Espinel-Febles, Carlos Carrión-Pérez : ICOTS8_P19_PLASCENCIA
  • P21: Characterization of the level of development of reasoning and statistical thinking in students with advanced math background: the case of hypothesis testing : José Vidal Jiménez Ramírez, Santiago Inzunsa Cázares
  • P22: A new approach to biostatistics education in medical school : Mesut Akyol, S. Yavux Sanisoglu
  • P23: Requirements of statistical methodology for health managers : Cesim Demir, S. Yavuz Sanisoglu, Mesut Akyol
  • P24: A system of student-specific activities of statistics on the internet : Antonio Miñarro, Miquel Calvo
  • P25: The use of inference in a scientific comunity : María Inés Rodríguez, Héctor Agnelli, Armando Albert Huerta
  • P26: The teaching of statistics in context in teacher training : Gabriela Pilar Cabrera, María Inés Rodríguez
  • P27: Statistics assessment in higher education : Patrícia Costa, Maria Eugénia Ferrão, Pedro Oliveira
  • P28: Developing statistical consultancy skills in postgraduate students : Gillian Lancaster, Brian Francis, Stuart Sharples, Emily Yeend, Gareth Ridall, Damon Berridge, Karen Dunn, Gareth McCray
  • P29: The concept of population in students of biology programs : Amable Moreno, Francisco González Garcia
  • P30: Students perceptions on statistics e-assessment : Maria Eugénia Ferrão, Manuel Joaquim Loureiro
  • P31: Hands-on activities to introduce randomization methods and hypotheses testing : Edith Seier
  • P32: The effect of multitasking on academic performance : William H. Rybolt
  • P34: Measuring luck with a questionnaire : Alonso Soler, Júlia Pavan Soler, Dalton de Andrade
  • P35: Data games — Tools and materials for learning data modeling : William Finzer, Vishakha Parvate, Cliff Konold
  • P36: The choice of growth curve : Emilija Nikolic-Doric, Katarina Cobanovic, Valentina Sokolovska
  • P37: Position and perspective of statistics in sociology : Valentina Sokolovska, Katarina Cobanovic, Emilija Nikolic-?oric
  • P38: Students’ views related to chance variability : Mareike Wünsch, Sebastian Kuntze, Joachim Engel, Laura Martignon
  • P39: The Irish Data and story archive – A resource for undergraduate teaching : Jenny Freeman, Martine Delbauve, Emma Sutton, Elouise Thompson
  • P40: The evaluation of an online learning environment for facilitating statistics learning : Jenny Freeman, Martine Delbauve, Emma Sutton, Elouise Thompson
  • P41: What motivates students to attend our short statistics courses? Presentation of their experiences and proposals for improvement : Eirini Koutoumanou and Angie Wade
  • P42: How engineers learn statistics from motor cycle tires : J.J.M. Rijpkema
  • P43: Measurement of economy as a tool for policy making: issues of GDP estimates : Jakub Fischer, Kristýna Vltavská
  • P44: The first international statistical literacy competition of the ISLP – the South Africa experience : Koleka Rangaza
  • P45: Statistics education by using Japanese popular song and waka data : Akinobu Takeuchi, Hiroshi Yadohisa
  • P46: Students’ conceptions and misconceptions related to probability : Julia Brunner, Joachim Engel, Laura Martignon, Sebastian Kuntze
  • P47: Teaching fundamental statistical concepts using simulation: experiences with this approach in South Africa and Australia : Graham Barr, Leanne Scott
  • P48: Strengthening the teaching on forecasting and data analysis in Vietnam : Le Thi Thanh Loan
  • P49: Updating the curriculum of an advanced masters course in Medical Statistics : Stephanie Hubbard, Alex Sutton
  • P50: Virtual environment in support of statistical literacy – AVALE : Irene Cazorla, Verônica Kataoka, Claudia Borim da Silva, Reinaldo Cotrim, Carla Gasparetto
  • P51: Risk peception and risk communication of school students: first empirical results from RIKO-STAT : Sina Fesser, Laura Martignon, Joachim Engel, Sebastian Kuntze
  • P52: The journey of statistics we should take: evidence from Armenia : Tatevik Zohrabyan
  • P53: Measuring the level of statistical literacy in certain Hungarian secondary schools among graduate students : Csaba Csapodi
  • P54: Statistical education system for official statisticians in Korea : Hyun Sik Hwang
  • P55: History of the activity as a didactical tool : Blanca Ruiz, Pedro Ortega, José Luis Torres
  • P57: Development of online material for virtual teaching/learning of a course on functional data analysis with Moodle : Ana M. Aguilera, M. Carmen Aguilera-Morillo, Francisco A. Ocaña, Mariano J. Valderrama

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