Abstract
There have been initiatives to reform college level statistical education in the United States. In particular, the American Statistical Association has recommended that introductory statistics courses rely more on computers and automated computations (Cobb, 1992). Moore (1997) has advocated instruction through a constructive model of learning, in which students are encouraged to learn through their own activities and teachers are to de-emphasise lecture-based classroom education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Cobb, G. (1993). Teaching statistics. In: Heeding the Calls for Change: Suggestions for Curricular Action, Ed. L. A. Steen, pp. 3–43. Washington, D.C.: Mathematical Association of America.
Moore, David S. (1997) New Pedagogy and New Content: The Case of Statistics. International Statistical Review, 65 2, 123–137.
Rumelhart, D., Mc Clelland, J. (Eds.). (1986). Parallel distributed processing: Explorations in the microstructure of cognition. Cambridge, MA: MIT Press.
Tanur, Judith M. (1997). Discussion: Leading Horses to Water. International Statistical Review, 65 2, 159–161.
Velleman, P.F., Moore, D.S. (1996). Multimedia for teaching statistics: promises and pitfalls. American Statistician, 50 217–225.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Genschel, U., Gather, U., Busch, A. (2002). EmileA-stat: Structural and Didactic Aspects of Teaching Statistics through an Internet-based, Multi-medial Environment. In: Härdle, W., Rönz, B. (eds) Compstat. Physica, Heidelberg. https://doi.org/10.1007/978-3-642-57489-4_49
Download citation
DOI: https://doi.org/10.1007/978-3-642-57489-4_49
Publisher Name: Physica, Heidelberg
Print ISBN: 978-3-7908-1517-7
Online ISBN: 978-3-642-57489-4
eBook Packages: Springer Book Archive