The unique position of statistics at the intersection of mathematics and science means that lexical ambiguities may arise even among competing technical definitions, a phenomenon demonstrated by this study’s participants. The results are compared and contrasted with extant work done on lexical ambiguities present in undergraduate statistics students. Notably, distances become hard for humans to visualize. The presentation will include results from both before, during, and after instruction. unintuitive phenomena that arise when analyzing data in high-dimensional spaces, see (Zimek et al.,2012). Research is still in-progress, but data collection will be completed by May 2014. an appearance or immediate object of awareness in experience. a remarkable or exceptional person prodigy. something that is remarkable or extraordinary. This approach was modeled after the work of Kaplan, Fisher, and Rogness (2009, 2010). a fact, occurrence, or circumstance observed or observable: the phenomena of nature. variable, range, model, and correlation). By claiming that the process of supple adaptation is the central explanatory factor underlying and unifying the various phenomena of life, the definition above. Students were asked to define and use in sentences some of these words (e.g. A list of statistics terms that also have a common non-statistical use were identified using the literature (Kaplan, Fisher, & Rogness, 2009 Lavy & Mashiach-Eizenberg, 2009 Watson & Kelly, 2008) and the researchers’ prior experiences. PROJECT OVERVIEW: This project investigates AP Statistics students’ language use before and after instruction. unintuitive: Not intuitive, not easily graspable by intuition In particular, counterintuitive counter to what ones intuition expects. While statistics instructors often have anecdotal evidence about language-related problems, formal research within this area of statistics education is still new (Kaplan, Fisher, & Rogness, 2010). Statistics is no doubt a collection of complex ideas, many of which are unintuitive.Īrguments for the explicit researching and teaching of vocabulary related to quantitative reasoning are not new (e.g., Henkin, 1972 Austin & Howson, 1979 ), nor are the recognition of language-based misconceptions in statistics education (e.g. : based on or agreeing with what is known or understood without any proof or evidence : known or understood by intuition. Groups differing from each other in ways such as age, culture, or gender may use similar references and vocabularies but ascribe to them substantially different meaning (Wild, 2006). Personally, I find it highly unlikely that we were able to invent a language to describe patterns that turned out to apply perfectly to such weird and humanly unintuitive phenomena like relativity and quantum mechanics. While many issues regarding language may be regarded as “mere semantics” in daily life, attention to the subtleties in language can be critical for ensuring understanding of complex or unintuitive ideas (Wild, 2006). So much if it, instead, was conceived independently of the physical phenomena that it later turned out to describe.
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