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 →
The question of whether to teach explicitly the Central Limit Theorem seems to divide instructors along philosophical lines. Let us look first at these lines. There are at least three different areas of activity within the discipline of statistics. These … Continue reading →
Causation is a seductive notion. We want to make meaning out of our world. I love playing “the beeping nose” with little children. I press their nose and it beeps. I press my nose and it whirrs. It fascinates them. … Continue reading →
“Every year I teach them this and every year they get it wrong!”. This is a phrase I’ve heard from colleagues and from my own mouth. Then it dawned on me – if the students keep getting it wrong, maybe … Continue reading →
