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Activity Number:
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69
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Type:
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Contributed
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Date/Time:
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Sunday, August 2, 2009 : 4:00 PM to 5:50 PM
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Sponsor:
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Section on Statistical Education
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| Abstract - #303879 |
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Title:
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Does Learning to Think Statistically = Learning to Confront Ambiguity? Evidence from Two Schools
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Author(s):
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Robert H. Carver*+ and Carolyn P. Dobler
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Companies:
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Stonehill College and Gustavus Adolphus College
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Address:
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Dept. of Business Administration, Easton, MA, 02357,
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Keywords:
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Statistics education ; Statistical reaoning ; Ambiguity Tolerance ; Assessment
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Abstract:
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Teachers of introductory statistics have long observed adverse emotional responses from students struggling with fundamental concepts in the course. We hypothesize that some of the extraordinary frustration experienced by some students is rooted in the personality construct known as ambiguity tolerance (AT). This paper is the third in a series of reports on an on-going empirical investigation of the relationship between AT and students' facility in developing the skills of inferential reasoning. Using data gathered at two colleges combining survey instruments and course-embedded assessments, we examine the impact of AT on student improvement on the ARTIST Comprehensive Assessment of Outcomes in a first Statistics course.
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