Concepts of Statistical Inference: A Randomization-Based Curriculum

数学科学（21）该项目正在为入门统计课程开发一个完全不同的课程，强调统计调查的整个过程，从数据收集的设计到统计推断，贯穿整个课程。推理技术基于数据收集中引入的随机性，特别是随机化和排列测试，而不是基于正态的概率模型。目标是引导学生对统计推断的基本概念以及统计学家通过收集、分析和从数据中得出结论来调查研究问题的过程有更深入的理解。智力优势：该项目正在创建新的学习材料和教学策略，评估学习，评估创新和课堂测试课程材料。与项目组为数学密集型专业的统计课程开发的材料一样，这些材料主要包括引导学生发现和探索统计思想的学习活动，但也为独立文本提供了充分的阐述，为学生提供参考和强化。来自真实研究的真实的数据激发了所有广泛使用技术的活动。评估和评价是该项目特别重要的方面。研究者从学生概念理解水平的角度系统地考察了新课程的有效性。可检验的假设包括，基于随机化的课程比标准参数方法更深入地理解p值，以及更好地理解整个统计过程。研究人员还研究了信心概念的两种替代概念化，以确定学生是否对其中一种或另一种有更深的理解。调查人员正在采用定量和定性相结合的方法，在该机构的一个以课堂为基础的研究计划。更广泛的影响：该项目提供了全国各地的入门统计教师的教材，用于教授一个替代课程，可以导致更深的概念理解和更好地欣赏统计在科学调查中的作用。所开发的评估工具对统计教育研究人员产生了广泛的影响，所进行的研究为统计教师提供了教学效果的经验证据。课程开发和教育研究的整合与统计教育改革的合作精神相一致，也与统计，课程开发和研究团队的教学和学习方面的综合培训和经验相一致。

Mathematical Sciences (21)This project is developing a fundamentally different curriculum for the introductory statistics course that emphasizes the entire process of statistical investigations, from design of data collection through statistical inference, throughout the course. The inference techniques are based on randomness introduced in data collection, specifically randomization and permutation tests, rather than on normal-based probability models. The goal is to lead students to develop a deeper understanding of fundamental concepts of statistical inference and of the process through which statisticians investigate research questions by collecting, analyzing, and drawing conclusions from data.Intellectual Merit: This project is creating new learning materials and teaching strategies, assessing learning, evaluating innovations, and class-testing curricular materials. As with materials developed by the project team for statistics courses for mathematically intensive majors, these materials consist primarily of learning activities that guide students to discover and explore statistical ideas, but also provide sufficient exposition for a stand-alone text to provide students with reference and reinforcement. Real data from genuine studies motivates all of the activities, which make extensive use of technology. Assessment and evaluation are especially important aspects of this project. The investigators systematically investigate the effectiveness of this new curriculum in terms of students' levels of conceptual understanding. The testable hypotheses include that a randomization-based curriculum leads to a deeper understanding of p-values, as well as a better understanding of the entire statistical process, than a standard parametric approach. The investigators are also studying two alternative conceptualizations of the concept of confidence to determine whether students develop deeper understandings with one or the other. The investigators are employing a combination of quantitative and qualitative methods in a program of classroom-based research at the institution.Broader Impact: The project provides introductory statistics instructors throughout the country materials for teaching an alternative curriculum that can lead to deeper conceptual understanding and better appreciation for the role of statistics in scientific investigations. The assessment instruments developed are having a broad impact for statistics education researchers, and the research conducted is providing statistics teachers with empirical evidence of teaching effectiveness. The integration of curricular development and educational research is consistent with the spirit of collaboration that has marked statistics education reform and also with the combined training and experiences in statistics, curricular development, and research on teaching and learning of the team.