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Activity Number:
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283
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Type:
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Contributed
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Date/Time:
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Tuesday, August 4, 2009 : 8:30 AM to 10:20 AM
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Sponsor:
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Section on Statistical Education
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| Abstract - #304501 |
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Title:
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Relating Two Conceptualizations of the Arithmetic Mean
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Author(s):
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Mark Marnich*+
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Companies:
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Point Park University
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Address:
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201 Wood St., Pittsburgh, PA, 15222,
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Keywords:
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Arithmetic Mean ; Center of Balance ; Fair Share ; Teaching
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Abstract:
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This study examined cognitive relationships between the fair-share and center-of-balance conceptualizations of the arithmetic mean. Undergraduates (n=29) used verbal protocols to solve pre/post problems that emphasized either conceptualization. Participants were divided into three groups: those that received fair-share instruction, those that received center-of-balance instruction, and a control. ANCOVA was used to investigate how each instruction affected knowledge of fair-share or center-of-balance. A qualitative analysis helped explain any statistically significant effect. Analysis of the data indicated participants used the concept; the sum of the deviations from the mean is zero, to increase their knowledge of the fair-share conceptualization after receiving center-of-balance instruction and vice-versa. The results suggest the pedagogical importance of both conceptualizations.
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- The address information is for the authors that have a + after their name.
- Authors who are presenting talks have a * after their name.
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