This paper surveys the current state of teaching spatial statistics in the United States(US),with commentary about the future teaching of such a course.It begins with a historical overview,and proposes what constitute...This paper surveys the current state of teaching spatial statistics in the United States(US),with commentary about the future teaching of such a course.It begins with a historical overview,and proposes what constitutes suitable content for a contemporary spatial statistics course.It notes that contemporary university-level spatial statistics courses are mostly taught across myriad units,including biology/ecology,climatology,economics(as spatial econometrics),environmental studies,epidemiology/public health,forestry,geography,geosciences/earth sciences,geospatial information sciences,mathematics,quantitative social science,soil science,and statistics.It discusses the diffusion of this course across the US,which began in the mid-1980s.One result it reports is a model spatial statistics course offering.展开更多
A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextua...A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextualised statistics course （called the Pilot Scheme in SA （social analytics））, in South Wales. This paper will discuss the changes in statistical abilities observed, student feedback from the course and also teacher observations, in relation to the Pilot Scheme in SA. Results suggest that the course did lead to increase in students＇ abilities, in comparison to two control groups. Whereas students in both control groups who did not receive the treatment, showed a decrease in their abilities with respect to mathematics and statistics. Student feedback suggests they could see the value of the course to their other studies and they also felt the statistics delivered was linked well with relevant examples. Results from an analysis of teacher observations support findings from the course evaluation of the Pilot Scheme in SA, which include an increase in student confidence with mathematics and statistics.展开更多
文摘This paper surveys the current state of teaching spatial statistics in the United States(US),with commentary about the future teaching of such a course.It begins with a historical overview,and proposes what constitutes suitable content for a contemporary spatial statistics course.It notes that contemporary university-level spatial statistics courses are mostly taught across myriad units,including biology/ecology,climatology,economics(as spatial econometrics),environmental studies,epidemiology/public health,forestry,geography,geosciences/earth sciences,geospatial information sciences,mathematics,quantitative social science,soil science,and statistics.It discusses the diffusion of this course across the US,which began in the mid-1980s.One result it reports is a model spatial statistics course offering.
文摘A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextualised statistics course （called the Pilot Scheme in SA （social analytics））, in South Wales. This paper will discuss the changes in statistical abilities observed, student feedback from the course and also teacher observations, in relation to the Pilot Scheme in SA. Results suggest that the course did lead to increase in students＇ abilities, in comparison to two control groups. Whereas students in both control groups who did not receive the treatment, showed a decrease in their abilities with respect to mathematics and statistics. Student feedback suggests they could see the value of the course to their other studies and they also felt the statistics delivered was linked well with relevant examples. Results from an analysis of teacher observations support findings from the course evaluation of the Pilot Scheme in SA, which include an increase in student confidence with mathematics and statistics.
