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Learning is weak not because learning is weak. Learning becomes weak because the modules were not prepared to become self-directed. The goal of this design and development project was to create a self-directed statistics and probability instructional module. Data were gathered from teachers, learners, and experts. The data-gathering instruments were Competency Checklist, Students' and Experts' Evaluation Checklist, and Reflection Guide. According on teacher perceptions, a survey of the learners' five least-mastered competencies served as the foundation for the development of the module. This module was pilot tested on a group of Grade 11 learners. Learners utilized the module at home and were asked to answer the exercises. Learners took pictures and short videos while they were answering the module. Afterward, learners evaluated the module. In order to assess the module's level of acceptability, experts were requested to complete the Expert's Evaluation Checklist. Thematic analysis, rank, the mean, and standard deviation were all used as data analysis tools. The results show that the following were the five least-mastered competencies: solving problems involving confidence interval of the population mean, solving problems involving regression analysis, solving problems involving sample size determination, solving problems that require population proportion test of hypothesis, and solving problems involving correlation analysis. Additionally, the experts rated the produced module's acceptability as "highly acceptable." While the learners gave the module a "highly acceptable" rating. As a result, the developed module is appropriate for assisting learners in performing the competencies in the area of Statistics and Probability. It is recommended that teachers should use the Self-directed instructional module for whatever mode of learning their school will have. [ABSTRACT FROM AUTHOR]

The continuous changes in education require reflection on new practices in Statistics and Probability teaching. The teacher's role facing globalization's emerged changes requires behavioral and methodological changes. In this context, this article presents the application of an alternative methodology to the traditional axis of transmission-assimilation, to demonstrate new possibilities for statistics and probability teaching in management courses at Estácio University in Curitiba. This article objective is to present the results obtained with the Collective Systematization of Knowledge methodology application in the class of Statistics and Probability in the Business Administration and Accounting courses of Estácio University in two different contexts: face-to-face teaching and remote teaching. To this end, at two different times, in 2019 and 2020, the methodology (MARTINS, 2009) was applied with undergraduate students of the management courses, according to the particularities of the remote and face-to-face modalities, through survey-teaching (SEVERINO, 2017), observations, discussion group and questionnaires. The results showed very similar indications for both remote and face-to-face teaching regarding the collective systematization of knowledge (MARTINS, 2009) as a methodological alternative for statistics and probability classes in management courses in the institution involved in the study. [ABSTRACT FROM AUTHOR]

The field of 'Statistics and Probability' has expanded its scope over the last few decades and have become an integral part of many fields with continuously increasing demand. This manuscript aimed for at a bibliometric analysis and comparison of all published documents during 2015 - 2019, from journals in the study topic category of 'Statistics and Probability' for Q4 Impact Factor (IF) journals and Emerging Source Citation Index (ESCI) of Web of Science (WoS). Sources with incomplete data for study timeframe were excluded and 31 sources from Q4 IF and 32 from ESCI journals were selected yielding 12808 and 4294 documents respectively. After data extraction from WoS, the bibliometric analysis at; source, author and document levels, were performed using "Bibliometrix" R-package. Q4-IF sources produced around 3 times more documents than ESCI sources. Articles were the main document type for both categories. China and USA were leading countries for Q4-IF while India, USA and Korea were dominant among ESCI documents. Two authors, namely, 'Cordeiro GM' and 'Alizadeh M' were among the 10 most productive authors in both categories. Sources "Communications in Statistics-Theory and Methods" and "Korean Journal of Applied Statistics" were leading contributors for Q4-IF and ESCI category respectively. For both categories, mainly similar trends were observed for keywords and topic coverage. In both Q4-IF and ESCI journals 'Maximum likelihood' and 'Ordered statistics' were observed to be most predominant keywords. A consistent publication trend with few similarities was observed in terms of documents production over the years for these two categories. [ABSTRACT FROM AUTHOR]

This work is the result of the studies of a research group that works with Didactic Engineering as a research methodology; it comes from two researches and aims to expose in defense of this methodology in works that focus, above all, on events that occur in the classroom. This relevance of "how" to conduct a research is justified, on the one hand, by the fact of systematizing the researcher's task, maintaining focus and discipline. On the other hand, because it allows internalizing the effects of observation, from the way in which students carry out the proposed activities to any apparatus that is in the physical and cognitive environment in question, also served as a methodological procedure. Therefore, the question that guides this article is: What are the potentials and limitations that Didactic Engineering as a methodological procedure offered during the research? To answer this question, it was decided to analyze the results obtained by a student who participated in all phases of Didactic Engineering, as a methodological procedure, during the approach of ideas that surround the first contacts with the concept of probability. In view of this, we have found that the potentialities can be described as the possibility of checking the students' previous knowledge; valuing the context in which the student is inserted; the student's active participation in the process; the moments of discussion and the student's voice, full of beliefs, while the limitations have led us to see the students' dependence on the figure of the teacher, as the holder of knowledge. [ABSTRACT FROM AUTHOR]

We describe how the use of a games environment combined with technology supports upper primary children in engaging with a concept traditionally considered too advanced for the primary classes: The Law of Large Numbers. [ABSTRACT FROM AUTHOR]

This brief communications aims at sharing the list of impact factor journals of 'Statistics & Probability' as per the Journal Citation Report 2011 released by Institute of Scientific Information. This would update the academia and practitioner on their information about the ranking of the journals. The study makes country and regions wise comparisons of the changes in no of journals and their mean impact factors reported in the previous and current reports. [ABSTRACT FROM AUTHOR]

Sampling tasks and sampling distributions provide a fertile realm for investigating students' conceptions of variability. A project-designed teaching episode on samples and sampling distributions was team-taught in 6 research classrooms (2 middle school and 4 high school) by the investigators and regular classroom mathematics teachers. Data sources included survey data collected in 6 research classes and 4 comparison classes both before and after the teaching episode, and semistructured task-based interviews conducted with students from the research classes. Student responses and reasoning on sampling tasks led to the development of a conceptual lattice that characterizes types of student reasoning about sampling distributions. The lattice may serve as a useful conceptual tool for researchers and as a potential instructional tool for teachers of statistics. Results suggest that teachers need to focus explicitly on multiple aspects of distributions, especially variability, to enhance students' reasoning about sampling distributions. [ABSTRACT FROM AUTHOR]

When mining a large database, the number of patterns discovered can easily exceed the capabilities of a human user to identify interesting results. To address this problem, various techniques have been suggested to reduce and/or order the patterns prior to presenting them to the user. In this paper, our focus is on ranking summaries generated from a single dataset, where attributes can be generalized in many different ways and to many levels of granularity according to taxonomic hierarchies. We theoretically and empirically evaluate twelve diversity measures used as heuristic measures of interestingness for ranking summaries generated from databases. The twelve diversity measures have previously been utilized in various disciplines, such as information theory, statistics, ecology, and economics. We describe five principles that any measure must satisfy to be considered useful for ranking summaries. Theoretical results show that the proposed principles define a partial order on the ranked summaries in most cases, and in some cases, define a total order. Theoretical results also show that seven of the twelve diversity measures satisfy all of the five principles. We empirically analyze the rank order of the summaries as determined by each of the twelve measures. These empirical results show that the measures tend to rank the less complex summaries as most interesting. Finally, we analyze the distribution of the index values generated by each of the twelve diversity measures. Empirical results, obtained using synthetic data, show that the distribution of index values generated tend to be highly skewed about the mean, median, and middle index values. Finally, we demonstrate a technique, based upon our principles, for visualizing the relative interestingness of summaries. The objective of this work is to gain some insight into the behaviour that can be expected from our principled approach in practice. [ABSTRACT FROM AUTHOR]