1 April 2013

Context – if it isn't fun…

The role of context in statistical analysis The wonderful advantage of teaching statistics is the real-life context within which any applicaton must exist. This can also be one of the difficulties. Statistics without context is merely the mathematics of statistics, and is sterile and theoretical.  The teaching of statistics requires real data. And real data often comes with a fairly solid back-story. One of the interesting aspects for practicing statisticians, is that they can find out about a wide range of applications, by working in partnership with specialists. In my statistical and operations research advising I have learned about a […]
20 February 2013

Statistical Story-telling with time series data

Statistics is about story-telling. For people who understand them, graphs tell a story. To the initiated, even a p-value, and some summary statistics can help to tell a story. Part of the role of a statistician is to extract the story from the data. The role of a statistics teacher is to enable students first to recognise that there is a story, then to enable them to tell the story through the tools of analysis and communication. This idea of statistics as story-telling is explained in an award-winning paper byPfannkuch, Regan, Wild and Horton,Telling Data Stories: Essential Dialogues for Comparative […]
10 December 2012

Teaching time series with limited computer access

How do you teach statistics with limited access to computers? Last century this wasn’t really an issue, at least not in high schools, as statistics has been a peripheral part of the mathematics curriculum and the mathematics of statistics has been taught as a subset of mathematics. But this is changing, and it looks as if the change is starting in New Zealand. The NZ school curriculum has leapt ahead of the rest of the world. Statistics is taught at all levels and at the higher levels of high school, statistics is taught as it is actually done in practice […]