1 / 10

Learning Statistics: 3 Case Studies

Learning Statistics: 3 Case Studies. Jennifer Horgan Dyslexia Support Tutor,Language and Learning Centre University of Wales, Aberystwyth. Workshop Outline. Background Working memory and arithmetic Cognitive style in mathematics Problems learning statistics Outline of statistics module

adrianal
Download Presentation

Learning Statistics: 3 Case Studies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Statistics: 3 Case Studies Jennifer Horgan Dyslexia Support Tutor,Language and Learning Centre University of Wales, Aberystwyth

  2. Workshop Outline • Background • Working memory and arithmetic • Cognitive style in mathematics • Problems learning statistics • Outline of statistics module • Case studies • Identification of likely difficulties (your ideas) • Difficulties encountered • Ways of helping students

  3. Working memory and arithmetic • Results suggest that a component of developmental difficulties in maths is a working memory deficiency. • Maths anxious individual’s experience of doing maths involves decreased working memory capacity (Mark Ashcraft, Mathematical Cognition Vol. 1, 1996)

  4. Potential areas of difficulty • Directional confusion • Sequencing problems • Visual perceptual difficulties • Spatial awareness • Short-term (working) memory • Long-term memory

  5. Cognitive style in mathematics • Intuitive/ holistic style -also called qualitative or geometer • Logical /sequential style -also called quantitative or algebraist • Inchworm / grasshopper (Bath and Knox) where inchworm is logical/sequential style and grasshopper is intuitive/holistic style

  6. Statistical Techniques for Rural Studies • Identify appropriate methods of analysis for different types of data. • Demonstrate competence in data analysis using a range of statistical methods • Draw suitable conclusions based on the results of data analysis.

  7. Scheme of work • Normal distribution, S.D. • Normal distribution tables, tables of Z • Sampling from normal distribution • Students t distribution • Comparison of means of 2 samples (t-test) • Paired t-test • Chi-square analysis of frequencies • Contingency tables • Product moment correlation + regression • ANOVA (Comparison of means of several samples) • Multiple range tests (LSD and Tukey) • Randomised block ANOVA • 2-way ANOVA • Linear regression • Spearman’s rank correlation, Mann-Whitney U-test • Choice of statistical method for data analysis

  8. Case Studies • 3 students • All from non-traditional backgrounds • All studying the same basic statistics module.

  9. Problem sheets • Work in pairs looking at the two questions in this exercise. • What difficulties do you think these students, or others, might encounter with these questions? • What changes would you suggest?

  10. A final thought • ‘ If the child does not learn the way you teach, then you must teach the way he learns’ Harry Chasty

More Related