I feel a slight quiver of trepidation as I begin this post – a little like the boy who pointed out that the emperor has no clothes. Random sampling is a myth. Practical researchers know this and deal with it. … Continue reading →
I feel a slight quiver of trepidation as I begin this post – a little like the boy who pointed out that the emperor has no clothes. Random sampling is a myth. Practical researchers know this and deal with it. … Continue reading →
The phrase I despise more than any in popular use (and believe me there are many contenders) is “Those who can, do, and those who can’t, teach.” I like many of the sayings of George Bernard Shaw, but this one … Continue reading →
To students of statistics Most of my posts are directed at teachers and how to teach statistics. The blog this week and next is devoted to students. I present principles that will help you to learn statistics. I’m turning them … Continue reading →
The role of context in statistical analysis The wonderful advantage of teaching statistics is the real-life context within which any applicaton must exist. This can also be one of the difficulties. Statistics without context is merely the mathematics of statistics, … Continue reading →
Patterns, vocab and practice, practice, practice An important part of statistical analysis is being able to look at graphical representation of data, extract meaning and make comments about it, particularly related to the context. Graph interpretation is a difficult skill … Continue reading →
Teaching Experimental Design – a cross-curricular opportunity The elements that make up a statistics, operations research or quantitative methods course cover three different dimensions (and more). There are: techniques we wish students to master, concepts we wish students to internalise, … Continue reading →
My post suggesting that statistics is more vital for efficient citizens than algebra has led to some interesting discussions on Twitter and elsewhere. Currently I am beginning an exciting venture to provide support materials for teachers and students of statistics, … Continue reading →
One of the most famous sayings about statistics is the line: “There are three types of lies, lies, damned lies and statistics.” This was stated by author Mark Twain (Samuel Clements) and quoted by British statesman Benjamin Disraeli. There is … Continue reading →
I love spreadsheets The spreadsheet package is a wondrous thing. It has revolutionized a great many processes in the office, home and scientific research. It has affected the way we think and teach. It has enabled many more people to … Continue reading →
Use real data when teaching statistics In statistical analysis the context of the data is integral, not a story added on afterwards to make it more interesting. It is not like algebra where “making it real” means you make up … Continue reading →
