Re entJapaneseEdu ation
History:US
furtheredu ation
Who should tea h it and how to tea h? |
Statisti al edu ation in Japan
M.Yasuda
Re entJapaneseEdu ation
History:US
furtheredu ation
Abstra t:
Refereing to GAISE proje t in US,2003, we empasis thatthe
edu ation ofstatisti sneed a experian eof asestudyandit
diers frommathemati s.
Statisti sis based onmathemati alfoundations andfurther
Cobb Report
Re entJapaneseEdu ation
History:US
furtheredu ation
GAISE
Statisti al Edu ation inUS urri ulum andevaluation GAISE
proje t: (Guidelines forAssessment andInstru tionin Statisti al
I
(1) Contentsare de resing or deleted inHigh s hoolorin
I
(1) Contentsare de resing or deleted inHigh s hoolorin
elementarys hool
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(2) Syntheti or Overallstudyin elementary s hoolare
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(1) Contentsare de resing or deleted inHigh s hoolorin
elementarys hool
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(2) Syntheti or Overallstudyin elementary s hoolare
innovated
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(3) ReviseGuidan eof tea hingbyCentralMinistry of
Edu ation in Japan,JSPS(Jananese So ietyof Promotionfor
NagasakiUniversityof Medi ine(Prof. Y.Shibata)
Medi al statisti s:
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(1) Datas aling,expression ingure
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(2) Denitionofprobability, onditionalprobability,Bayes
theorem
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(3) Meanandvarian e et ofdistribution
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(4) Samplingof data,statisti aldata,Likeyhood
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(5) Fundamentalnotion of Estimationtheory
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(6) Hypothesistesting
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(7) Inferen eof meanvalue,ratio
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(8) Independen e of test,Curve tting,Chisquare
Re entJapaneseEdu ation History:US furtheredu ation History: US History: US 1957 Sputonik Sho k
Re entJapaneseEdu ation History:US furtheredu ation History: US History: US 1957 Sputonik Sho k
Re entJapaneseEdu ation History:US furtheredu ation History: US History: US 1957 Sputonik Sho k
1983 A hievementresults| "Poor"
Re entJapaneseEdu ation History:US furtheredu ation History: US History: US 1957 Sputonik Sho k
1983 A hievementresults| "Poor"
1985 Proje tbyAmeri an So iety ofPromotion forS ien e
Re entJapaneseEdu ation History:US furtheredu ation History: US History: US 1957 Sputonik Sho k
1983 A hievementresults| "Poor"
1985 Proje tbyAmeri an So iety ofPromotion forS ien e
1992 Cobb Report: Curri ulumrevision
Re entJapaneseEdu ation History:US furtheredu ation History: US History: US 1957 Sputonik Sho k
1983 A hievementresults| "Poor"
1985 Proje tbyAmeri an So iety ofPromotion forS ien e
1992 Cobb Report: Curri ulumrevision
Statisti s
(1) Emphasis onsidereing statisti al thinking
(2) Dataor Phenomenonareimportant andde rease the
theoreti altreatment
Re entJapaneseEdu ation
History:US
furtheredu ation
Re entJapaneseEdu ation
History:US
furtheredu ation
2003 GAISE
(Guidelines forAssessmentandInstru tion in Statisti al
Re entJapaneseEdu ation
History:US
furtheredu ation
2003 GAISE
(Guidelines forAssessmentandInstru tion in Statisti al
Edu ation) proje t
Re entJapaneseEdu ation
History:US
furtheredu ation
2003 GAISE
(Guidelines forAssessmentandInstru tion in Statisti al
Edu ation) proje t
prek-12 group{ underhigh s hool student ollege group{
Intordu tionary statisti oursein ollege Threeobje tsandsix
re ommendation
Re entJapaneseEdu ation
History:US
furtheredu ation
GAISE report2003tea hes:
I
(1) Nottea hate hni to solveproblems, butto get an
Re entJapaneseEdu ation
History:US
furtheredu ation
GAISE report2003tea hes:
I
(1) Nottea hate hni to solveproblems, butto get an
understandingof fundamentalnotion,idea, on ept.
I
(2) Experien ein su ess ordisappointment. Try to ondier a
Re entJapaneseEdu ation
History:US
furtheredu ation
GAISE report2003tea hes:
I
(1) Nottea hate hni to solveproblems, butto get an
understandingof fundamentalnotion,idea, on ept.
I
(2) Experien ein su ess ordisappointment. Try to ondier a
statisti al problem andre ognize solutions.
I
(3) Nottoindu e aformallyproblem. In ollegeedu ation, it
shouldbe tea hed afundamentalnotion of probability,
dispersionordistribution. Su essstory or aseofapplied in
Re entJapaneseEdu ation
History:US
furtheredu ation
Issue for further edu ation;
Re entJapaneseEdu ation
History:US
furtheredu ation
Issue for further edu ation;
Issue for furtheredu ation;
I
(a)There maybe noobje tionbutwho tellme the ontent,
Re entJapaneseEdu ation
History:US
furtheredu ation
Issue for further edu ation;
Issue for furtheredu ation;
I
(a)There maybe noobje tionbutwho tellme the ontent,
how anIget these information?
I
(b) How shouldwetrain ornourish young tea hersof
statisti s? Thereare notso manytea hersin ollege who an
have experien ea asestudy ofstatisti al problems. To train
Re entJapaneseEdu ation
History:US
furtheredu ation
Issue for further edu ation;
Issue for furtheredu ation;
I
(a)There maybe noobje tionbutwho tellme the ontent,
how anIget these information?
I
(b) How shouldwetrain ornourish young tea hersof
statisti s? Thereare notso manytea hersin ollege who an
have experien ea asestudy ofstatisti al problems. To train
only math-tea hers are insuÆ inen y.
I
( ) Re ognizea mathtea herfrom astatisti alone andthe