What is the statistical enquiry cycle and why is it a cycle? Is it really a cycle? The New Zealand curriculum for Mathematics and statistics was recently held up as an example of good practice with regard to statistics. Yay … Continue reading →
What is the statistical enquiry cycle and why is it a cycle? Is it really a cycle? The New Zealand curriculum for Mathematics and statistics was recently held up as an example of good practice with regard to statistics. Yay … Continue reading →
All journalists should be required to pass a course in basic statistics before they are let loose on the unsuspecting public. I am not talking about the kind of statistics course that mathematical statisticians are talking about. This does not … 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 →
For many people, a graph is not obvious. Let me illustrate: Here are two graphs showing the results from two classes of students in some mythical test out of 10. Have a look at them and decide which one shows … Continue reading →
All sorts of numbers are used to describe us. The following numbers (with a few alterations to protect the innocent) can be used to describe me: 70, 50, 44, 145, 18, 2013, 176, 12438756, 51008420, 3, 0.25, 2, 26, 6439801802, … Continue reading →
In my title I quote George Box, who wrote, “Essentially, all models are wrong, but some are useful“. I wish economists would remember this more often. Statistics and Operations Research (and many other sciences) are based on the concept of … Continue reading →
In statistical analysis the word “significant” means that there is evidence that effect found in the sample exists in the population from which the sample was drawn. The choice of the word “significant” is unfortunate, as it is used to … Continue reading →
I don’t believe in learning styles. The idea of visual, audio, tactile and kinaesthetic learners has been popular in the last decade, but has done a great disservice to many learners labelled “kinaesthetic” and left to play with the blocks … Continue reading →
