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The first volume of these conference proceedings includes an introductory talk (on why statistics should be taught), three plenary papers (discussing stochastics at the school level in the age of the computer, optimum balance between statistical theory and applications in teaching, and the relevance of statistical training), and 35 invited papers. The papers are organized under nine topic headings. These topic areas are: (1) teaching statistics in schools (6-11 years age group); (2) teaching statistics in schools (12-15 years age group); (3) teaching statistics in schools (16-18 years age group); (4) teaching statistics to non-statisticians; (5) development of teaching materials at the school level; (6) training of teachers in statistics; (7) use of calculators and computers in teaching; (8) teaching statistics with the help of case studies; and (9) training statistical practitioners. Topics addressed in the individual papers summarize the situation in statistical education around the world and point the way to future developments. (JN)
The proceeding is a collection of research papers presented at the International Conference on Data Engineering 2013 (DaEng-2013), a conference dedicated to address the challenges in the areas of database, information retrieval, data mining and knowledge management, thereby presenting a consolidated view to the interested researchers in the aforesaid fields. The goal of this conference was to bring together researchers and practitioners from academia and industry to focus on advanced on data engineering concepts and establishing new collaborations in these areas. The topics of interest are as follows but are not limited to: • Database theory • Data management • Data mining and warehousing • Data privacy & security • Information retrieval, integration and visualization • Information system • Knowledge discovery in databases • Mobile, grid and cloud computing • Knowledge-based • Knowledge management • Web data, services and intelligence
The book covers a wide range of topics in Computer Science and Information Technology including swarm intelligence, artificial intelligence, evolutionary algorithms, and bio-inspired algorithms. It is a collection of papers presented at the First International Conference on Intelligent Computing and Communication (ICIC2) 2016. The prime areas of the conference are Intelligent Computing, Intelligent Communication, Bio-informatics, Geo-informatics, Algorithm, Graphics and Image Processing, Graph Labeling, Web Security, Privacy and e-Commerce, Computational Geometry, Service Orient Architecture, and Data Engineering.
There is growing recognition that statistics should be part of the core curriculum for the compulsory schooling of all children, leading to a now urgent need for teachers to be trained in both statistical content and appropriate teaching methods. This book lays the foundation for teacher's responses to these changes, exploring how best to teach those applied skills which are now seen to be a more relevant part of the content of statistical courses.
Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.
The chapters in Thinking With Data are based on presentations given at the 33rd Carnegie Symposium on Cognition. The Symposium was motivated by the confluence of three emerging trends: (1) the increasing need for people to think effectively with data at work, at school, and in everyday life, (2) the expanding technologies available to support people as they think with data, and (3) the growing scientific interest in understanding how people think with data. What is thinking with data? It is the set of cognitive processes used to identify, integrate, and communicate the information present in complex numerical, categorical, and graphical data. This book offers a multidisciplinary presentation of recent research on the topic. Contributors represent a variety of disciplines: cognitive and developmental psychology; math, science, and statistics education; and decision science. The methods applied in various chapters similarly reflect a scientific diversity, including qualitative and quantitative analysis, experimentation and classroom observation, computational modeling, and neuroimaging. Throughout the book, research results are presented in a way that connects with both learning theory and instructional application. The book is organized in three sections: Part I focuses on the concepts of uncertainty and variation and on how people understand these ideas in a variety of contexts. Part II focuses on how people work with data to understand its structure and draw conclusions from data either in terms of formal statistical analyses or informal assessments of evidence. Part III focuses on how people learn from data and how they use data to make decisions in daily and professional life.
This single-volume reference is designed for readers and researchers investigating national and international aspects of mathematics education at the elementary, secondary, and post-secondary levels. It contains more than 400 entries, arranged alphabetically by headings of greatest pertinence to mathematics education. The scope is comprehensive, encompassing all major areas of mathematics education, including assessment, content and instructional procedures, curriculum, enrichment, international comparisons, and psychology of learning and instruction.
ALAN J. BISHOP Monash University, Clayton, Victoria, Australia RATIONALE Mathematics Education is becoming a well-documented field with many books, journals and international conferences focusing on a variety of aspects relating to theory, research and practice. That documentation also reflects the fact that the field has expanded enormously in the last twenty years. At the 8th International Congress on Mathematics Education (ICME) in Seville, Spain, for example, there were 26 specialist Working Groups and 26 special ist Topic Groups, as well as a host of other group activities. In 1950 the 'Commission Internationale pour I 'Etude et l' Amelioration de l'Enseignement des Mathematiques' (CIEAEM) was formed and twenty years ago another active group, the 'International Group for the Psychology of Mathematics Education' (PME), began at the third ICME at Karlsruhe in 1976. Since then several other specialist groups have been formed, and are also active through regular conferences and publications, as documented in Edward Jacobsen's Chapter 34 in this volume.
This book presents the human side of statistical consulting and illustrates the problems and opportunities that can arise for the modern consultant. Statistical problems occur in almost all areas of science, in medicine, in industry, in marketing, and in finance, and a wide range of interests is catered for by the twelve contributions to this unique volume. These contributions demonstrate that statistical consultancy provides a broad spectrum of intellectually stimulating problems, as well as being a vital tool in many aspects of modern life. The book will be valuable to university and college students of statistics and to all those who use statistical techniques in a consultancy environment of any kind.
Historians spend a lot of time thinking about violence: bloodshed and feats of heroism punctuate practically every narration of the past. Yet historians have been slow to subject 'violence' itself to conceptual analysis. What aspects of the past do we designate violent? To what methodological assumptions do we commit ourselves when we employ this term? How may we approach the category 'violence' in a specifically historical way, and what is it that we explain when we write its history? Astonishingly, such questions are seldom even voiced, much less debated, in the historical literature. Violence and Risk in Medieval Iceland: This Spattered Isle lays out a cultural history model for understanding violence. Using interdisciplinary tools, it argues that violence is a positively constructed asset, deployed along three principal axes - power, signification, and risk. Analysing violence in instrumental terms, as an attempt to coerce others, focuses on power. Analysing it in symbolic terms, as an attempt to communicate meanings, focuses on signification. Finally, analysing it in cognitive terms, as an attempt to exercise agency despite imperfect control over circumstances, focuses on risk. Violence and Risk in Medieval Iceland explores a place and time notorious for its rampant violence. Iceland's famous sagas hold treasure troves of circumstantial data, ideally suited for past-tense ethnography, yet demand that the reader come up with subtle and innovative methodologies for recovering histories from their stories. The sagas throw into sharp relief the kinds of analytic insights we obtain through cultural interpretation, offering lessons that apply to other epochs too.