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Activity Number: 492 - Why Probability, Then Statistics When It Can Be Probability, for Statistics? New Approaches for Teaching Mathematical Statistics
Type: Invited
Date/Time: Thursday, August 11, 2022 : 8:30 AM to 10:20 AM
Sponsor: Section on Statistics and Data Science Education
Abstract #320394
Title: Cutting Through the Theory: Emphasizing and Assessing Conceptual Understanding in Mathematical Statistics
Author(s): Erin Blankenship* and Jennifer Green
Companies: University of Nebraska-Lincoln and Michigan State University
Keywords: assessment; statistical thinking; teaching; learning; active learning; statistics education

Emphasizing conceptual understanding over calculation has become the norm in introductory statistics courses. However, in the two-semester calculus-based mathematical statistics sequence, conceptual understanding is often an afterthought. While procedural knowledge is foundational to the mathematical statistics sequence, emphasizing conceptual understanding offers opportunities to deepen students' theoretical proficiency and develop their problem-solving skills. Additionally, a sound conceptual understanding allows students to better connect the theoretical concepts in mathematical statistics to the analysis methods they are learning in other courses. Assessing both procedural skills and conceptual understanding gives instructors a richer picture of student learning. We will describe how we foster students' conceptual understanding in our mathematical statistics courses, and how we assess this type of understanding both formally and informally.

Authors who are presenting talks have a * after their name.

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