International Electronic Journal of Mathematics Education

Parallel Discussion of Classical and Bayesian Ways as an Introduction to Statistical Inference
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2009 - Volume 4 Issue 3, pp. 291-322
  • Published Online: 12 Dec 2009
  • Article Views: 372 | Article Download: 261
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Vancsó Ö. Parallel Discussion of Classical and Bayesian Ways as an Introduction to Statistical Inference. Int Elect J Math Ed. 2009;4(3), 291-322.
APA 6th edition
In-text citation: (Vancsó, 2009)
Reference: Vancsó, Ö. (2009). Parallel Discussion of Classical and Bayesian Ways as an Introduction to Statistical Inference. International Electronic Journal of Mathematics Education, 4(3), 291-322.
Chicago
In-text citation: (Vancsó, 2009)
Reference: Vancsó, Ödön. "Parallel Discussion of Classical and Bayesian Ways as an Introduction to Statistical Inference". International Electronic Journal of Mathematics Education 2009 4 no. 3 (2009): 291-322.
Harvard
In-text citation: (Vancsó, 2009)
Reference: Vancsó, Ö. (2009). Parallel Discussion of Classical and Bayesian Ways as an Introduction to Statistical Inference. International Electronic Journal of Mathematics Education, 4(3), pp. 291-322.
MLA
In-text citation: (Vancsó, 2009)
Reference: Vancsó, Ödön "Parallel Discussion of Classical and Bayesian Ways as an Introduction to Statistical Inference". International Electronic Journal of Mathematics Education, vol. 4, no. 3, 2009, pp. 291-322.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Vancsó Ö. Parallel Discussion of Classical and Bayesian Ways as an Introduction to Statistical Inference. Int Elect J Math Ed. 2009;4(3):291-322.

Abstract

The purpose of this paper is to report on the conception and some results of a long-term university research project in Budapest. The study is based on an innovative idea of teaching the basic notions of classical and Bayesian inferential statistics parallel to each other to teacher students. Our research is driven by questions like: Do students understand probability and statistical methods better by focussing on subjective and objective interpretations of probability throughout the course? Do they understand classical inferential statistics better if they study Bayesian ways, too? While the course on probability and statistics has been avoided for years, the students are starting to accept the “parallel” design. There is evidence that they understand the concepts better in this way. The results also support the thesis that students’ views and beliefs on mathematics decisively influence work in their later profession. Finally, the design of the course integrates reflections on philosophical problems as well, which enhances a wider picture about modern mathematics and its applications.

References

---

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.