we memorize defintions of terms don't we? most feel that is helpful ... so,
same thing applies to many formulas too ... and, if one uses then enough
... they usually CAN'T help but memorize them ...
==
dennis roberts, penn state univers
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In article <8ra7ju$lf0$[EMAIL PROTECTED]>,
[EMAIL PROTECTED] wrote:
> Im not sure if this is
this came to me instead. I used to give my students a formula sheet. I'd
expect them to know some basic formulas such as the mean and definitional
formula for sigma
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"Oved6" <[EMAIL PROTECTED]>
Our introductory course is taken by students in the humanities (English,
History, etc., and Mass Communications), using Jessica Utts textbook. The
standard teaching setup is two lectures and one small (15-18) lab/discussion
section each week.
The website address is http://saturn.vcu.edu/~jemays
Alan opined "2. I would find 'ability to think analytically' hard to
distinguish from 'mathematical aptitude' - although I accept that some
narrow definitions of both characteristics may have minimal overlap."
Well, I am no cognitive psychologist or psychometrician, but my
inclination wo
On Mon, 9 Oct 2000, I wrote:
> - Forwarded message from Michael Granaas -
>
> I honestly believe that there is something to be learned from
> memorizing several of the basic formulas that are involved in defining
> statistics. I, less elegantly, tell my students that it is important
> t
Sorry? The natural generalization of a mean to a 2-dimensional space
is surely the vector mean, which is a point.
-Robert Dawson
Perhaps I should be more careful with my language, but you know how mania is
. Would it help if I replaced "mean" with "least squares estimator of
ind
Hi Karl,
With respect to memorizing formulas, i do not think it serves much of a
purpose. I let my students use a single sheet with any formulas they wish to
use. Afterall, in the real world they'd always have references available. The
key is to know how to apply them.
I think you mean a chi-square distribution. I've never heard of a cosine
squared distribution. But chi-square is frequently used to test goodness of fit
and that sounds like what you're working on.
Al Ovedovitz
==
I personnaly found a way to have the students memorize formulas without
forcing them. I let them use their books for exams but I regularly ask
questions on how the statistics calculated from the formula are affected
when I change, say, the number of subjects, the homogeneity of a set of
data, the
"Wuensch, Karl L." wrote (inter alia):
>
> If you have read Edwin Abbott's "Flatland," you might recognize that the
> same concept (a mean) which looked like a point in one dimensional space now
> looks like a line in two dimensional space. Then you would be ready to leap
> into three dimensi
Karl L. Wuensch <[EMAIL PROTECTED]> wrote:
> I think that Bob Hayden is on to something essential here ("I noted that
> Karl presented all the understandings he sought verbally on the list. Why
> not do the same in class?"). I think of the "definitional formulae" just as
> a convenient shorthand
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