基于CDIO理念的经管类商务统计课程教学改革——项目驱动学习

商务统计是经管类专业核心必修课之一,作为一门实践性和应用性很强的方法论课程,其效用在被广泛认可的同时,也给专业教学带来诸多挑战。结合CDIO工程教育理念,以项目驱动学习的方式对商务统计课程进行重新设计开发,强化实践教学,多维度立体式地对学生能力进行培养,进而将教学效果最大化。     

Concept maps in introductory statistics

Concept maps are tools for organizing thoughts on the main ideas in a course. I present an example of a concept map that was created through the work of students in an introductory class and discuss major topics in statistics and relationships among them.     

Examining Undergraduate Students’ Attitudes toward Business Statistics in the United States and China

The rapid growth of analytics is bringing more attention to quantitative core curriculum requirements in undergraduate business programs. Statistical knowledge and skills are unequivocally recognized as essential cornerstone of business analytics. Furthermore, educational research has shown that academic performance in statistics classes is related to the attitudes that students bring to the course. This article assesses the reliability and validity of the Survey of Attitudes toward Statistics (SATS) in measuring noncognitive dimensions of attitudes among undergraduate business students. Sample data from U.S. and Chinese introductory business statistics classes were collected and analyzed to learn more about this aspect of student engagement across business schools located in countries with substantially different levels of success in international mathematics achievement testing, as well as differing cultural and educational practices. Results show that the six‐factor model structure of the SATS provides a good fit in both populations, with students entering business statistics holding only slightly positive attitudes toward the subject. Significant distinctions between four of the six attitude components were identified. Implications of measuring and improving these attitudes are discussed. Business statistics instructors are encouraged to use the survey as a standardized instrument to measure effects of interventions and make evidence‐based pedagogical decisions.     

Teaching introductory business statistics

This paper seeks to compare the traditional delivery of introductory courses in business statistics within a business and management faculty, with that of an approach that seeks to teach through information technology (IT). To achieve this objective this paper will examine how traditionally taught courses in business statistics are delivered and compare this with a teaching approach through the use of IT     

对现代企业统计的新认识

随着社会的发展,传统企业统计模式的弊端日益明显,因此,为适应现代企业的管理需要,建立新的统计模式是非常必要的.     

工商管理类课程标准化建设体系研究

课程标准化建设是促进课程整合、重组、发展与创新,提高教学质量的重要措施。文章主要从国内外主要教学评估体系和教学体系中对教学的要求出发,结合管理类课程的特点,提出了工商管理类课程标准化建设体系,并以《战略管理》为例介绍了体系的具体应用。     

Introducing students to the application of statistics and investigative methods in political science

This exercise introduces students to the application of statistics and its investigative methods in political science. It helps students gain a better understanding and a greater appreciation of statistics through a real world application.     

Online course design: a statistics course example

Classroom‐based learning has great value, but online classes are becoming quite popular in the academic world because of the tremendous opportunities they offer. This article outlines the author's journey through the planning, development and execution of an online statistics course.     

Online homework impact in undergraduate mathematics and business statistics courses

This evaluation examines the impact on student success rates related to changes in instructional programmes in undergraduate mathematics and statistics courses. Success for students taking courses with a computer-based homework component was compared with success of students who took the course in prior semesters without the computer-based component. Graphical and analytical tools are used to compare results. Results come from multiple semesters of each type of homework application, for both pre-calculus algebra and business statistics courses. Students whose performance is utilised in this study are undergraduate students taking introductory level college mathematics or business statistics courses, with mostly no prior instruction at this level. Comparing the success of the intervention group with the success of the baseline control group, findings support that the students using the computer-based homework instruction are just as successful as those using the traditional method of homework instruction. Utilising the online homework applications, provide several important advantages in today’s universities, including the reduced time for faculty grading, consistency of graded assignments across all sections of a course and most importantly, immediate feedback for students.     

The storm of the century! Promoting student enthusiasm for applied statistics

This article describes a hands‐on activity that has been used with students aged 12–18 years to promote the study of Statistics. We believe there is evidence to suggest an increase in student enthusiasm for Statistics at school, within the Mathematics curriculum, but also within other subjects such as Geography. We also believe that the use of such activities has resulted in some students giving more serious thought to studying Statistics at University. The activity described here is supported with a web‐based application to allow younger or less experienced students to engage with the material.     

Teach a confidence interval for the median in the first statistics course

Few introductory statistics courses consider statistical inference for the median. This article argues in favour of adding a confidence interval for the median to the first statistics course. Several methods suitable for introductory statistics students are identified and briefly reviewed.     

Understanding summary statistics and graphical techniques to compare Michael Jordan versus LeBron James

Understanding summary statistics and graphical techniques are building blocks to comprehending concepts beyond basic statistics. Its known that motivated students perform better in school. Using examples that students find engaging allows them to understand the concepts at a deeper level.     

A day in the life of a statistical knowledge for teaching course

The article illustrates how statistical content and pedagogical reasoning were taught in tandem in an undergraduate course. A typical day in the course is described. It is also suggested that practising teachers can benefit from strategies used in the course.     

Creating,implementing and integrating a first‐year statistics requirement

We present the process our institution used to create a statistics requirement for almost all incoming first‐year students. From conception and planning, to hiring and acceptance by the university community, we offer lessons learned should you consider making such a shift in your own curriculum.     

论概率和数理统计在企业风险分析中的应用

概率论和数理统计的有关知识在企业风险分析中有着重要的作用，通过三个例子，阐述了它在企业风险分析中的一些应用。     

Does prior mathematics knowledge really lead to variation in elementary statistics performance? Evidence from a developing country

A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted.     

When mathematics and statistics collide in assessment tasks

Because the disciplines of mathematics and statistics are naturally intertwined, designing assessment questions that disentangle mathematical and statistical reasoning can be challenging. We explore the writing statistics assessment tasks that take into consideration potential mathematical reasoning they may inadvertently activate.     

Using carbon emissions data to ‘heat up’ descriptive statistics

This article illustrates using carbon emissions data in an introductory statistics assignment. The carbon emissions data has desirable characteristics including: choice of measure; skewness; and outliers. These complexities allow research and public policy debate to be introduced.