In this article, I introduce a novel applet ("module") for exploring probability distributions, their samples, and various related statistical concepts. The module is primarily designed to be used by the instructor in the introductory course, but it can be used far beyond it as well. It is a free, cross-platform, stand-alone interactive…

Purpose: The purpose of this paper is to examine if university students could accurately extract information from graphs presented in 2D or 3D formats with different colour hue variations or solid black and white. Design/methodology/approach: Participants are presented with 2D and 3D bar and pie charts in a PowerPoint presentation and are asked to…

Sophisticated simulations using computer graphics can lead to students deducing virtually all conditions of the Central Limit Theorem. Eight graphs illustrate the discussion. (MNS)

Presents an activity to help students overcome mathematics anxiety by collecting and organizing data through summarization and graphic representation. (MKR)

A method of approximating areas under curves in precalculus courses is described. (SD)

Illustrates how to use computer simulation models in statistics to study the quality of an estimation procedure and concurrently the subtle concepts of randomness and convergence. Special emphasis is given to the use of graphical representations. (MKR)

Maintains that medical growth charts that have been created by pharmaceutical companies can be utilized to demonstrate a variety of statistical concepts in psychology. Expounds that the charts are based on data collected from 1963-1975 by the National Center for Health Statistics with a sample of over 20,000 children. Provides teaching activities.…

Describes an introductory course on data, statistics, and probability given to first-year electronic engineering students at the University of Hull (United Kingdom); it is taught via workshops using spreadsheets. The four components are data and graphs, random data and statistics, probability distributions, and probability and events. (AEF)

This brief text was written to provide more extensive treatment of descriptive statistics than is ordinarily available in modern statistics textbooks. It is intended for use in conjunction with any college level text. The booklet consists of an introduction, three content oriented chapters, and four appendices devoted to computer programming…

The problem of controlling the grizzly bear population at Yellowstone is described. The results are presented in graphical form and discussed. A computer program is included. (MNS)

The present study evaluated the effects of both a traditional lecture and the conservative dual-criterion (CDC) judgment aid on the ability of 6 university students to visually inspect AB-design line graphs. The traditional lecture reliably failed to improve visual inspection accuracy, whereas the CDC method substantially improved the performance…

Considers definitions of quantiles. Describes median and quartiles. Compares the usefulness of 3 different definitions of quartile using a computer program to simulate 500 quantiles on a sample of a fixed size. Five references are listed. (YP)

This study examined the effects of using static graphics and animated graphics to introduce statistical concepts associated with analysis of variance (ANOVA) to a group of college students. The demonstrations led the learner from the concrete to the abstract by use of dynamically adjustable variables paired with immediate feedback. Participants in…

Tests the effects of number of data points and type of statistical display on time spent answering questions about information. Finds that tables and graphs are more efficiently processed than text presentation of the same data. Suggests that the time variable is a more realistic measure than information recall of cognitive processing effort. (SR)

Knowledge representations and mental models from graphically presented information were investigated for 98 college students with different levels of mathematics experience. The subjects were drawn from a remedial algebra course (n=35), a second semester calculus course (n=35), and a calculus-based statistics course (n=28); they were all exposed…