10th International
Conference on
Teaching Statistics
8 – 13 July 2018
Kyoto, Japan

Contributed papers

C100  Enabling Students to Transitioning Beyond the Basics to Understanding and AssimilationTimothy E. O'Brien (US)
C102  Preservice Mathematics Teachers' TPACK Development in Statistics Teaching: A Microteaching Lesson StudyGamze Kurt Birel (Turkey)
C103  Developments of teachers’ knowledge facets in teaching statistics with digital tools measured with retrospective self-assessmentRalf Nieszporek (Germany)
C104  Cognitive transfer outcomes in post-secondary statisticsMatthew Beckman (United States)
C105  School students’ skills to compare datasetsBurkhard Priemer (Germany)
C106  Access to professors’ dominant conceptions through metaphorsCorinne Hahn (France)
C107  An ontology-based enriched ebook for teaching statisticsJean-Marc Meunier (France)
C108  Attitudes & Believes in Statistics Learning for Social Science Graduate studentsErin Scott-Stewart (United States)
C109  An Investigation of The Effective Statistics Learning Approach for Students with Social Science BackgroundLiuli Huang (United States)
C110  Statistical research with cross tables i.e. the TitanicPiet Van Blokland (Nederland)
C111  Teaching Basic Statistics Using Integrated Global Census and Survey DataLara Cleveland (United States)
C112  High school, TinkerPlots, Fathom… and Independence and ANOVA. How come?Hugo Hernández (México)
C113  Enhancing Statistical Literacy through Real World Examples: A Collaborative StudySashi Sharma (New Zealand)
C114  A funny way to understand randomnessAna Meireles (Portugal)
C115  Social and Economic Networks and Financial Literacy in Statistics Classes: Lessons and ExperiencesPeter Kovacs (Hungary)
C116  Examining students' attitudes and perception of statistics in Middle East using the statistical anxiety rating scaleOyelola Adegboye (Qatar)
C117  Statistics: A Window to Understanding DiversityMahtash Esfandiari (United States)
C118  Do Video Clips and Online Self-tests have Added Value in Educating Statistics ?Elly Korendijk (Netherlands)
C119  Dunning-Kruger effect for students taking statistics coursesCarl Lee (United States)
C120  Graduate Students Teaching Statistics: Their Experiences and BeliefsNicola Justice (United States)
C121  Innovations in statistical training: reflections from the UK Q-Step InitiativeMark Brown (United Kingdom)
C123  Enhancing civic statistical knowledge of secondary preservice teachers for mathematicsSusanne Podworny (Germany)
C124  The use of a story-based task to explore sampling distributionsCollette Lemieux (Canada)
C125  Towards a research-based framework for statistics educationDarren Macey (United Kingdom)
C126  Just in Time Teaching in the Statistics ClassroomMonnie McGee (United States)
C127  Characteristics of in-school Bachelor of Science in Statistics students: Inputs for human resources in Central PhilippinesRachel Luz Rica (PHILIPPINES)
C128  Using Playful Learning in a Large Classroom Introductory Statistics CourseGerald Kroisandt (Germany)
C130  Appetizers and Desserts in Teaching StatisticsJosefina Almeda (Philippines)
C131  Effect size and statistical inferenceJeffrey Witmer (United States)
C132  Statistical Trend and Distribution of the Reported Under-Five Mortality in a Government Children Hospital, Lagos-NigeriaAdeyemi Aromolaran (Nigeria)
C133  Promoting civic statistics for future mathematics teachersAchim Schiller (Germany)
C135  Data, Statistical Thinking and Problem-Solving Driven Teaching Methods in Introductory StatisticsXiaoyi Ji (United States)
C136  Consideration how a statistical method should be learned for a junior high school student from several practice casesKosuke Mineno (Japan)
C137  The Business Research Methods Seminar as a “Third Course” of Undergraduate Business Statistics: A Case of Successful Curricular ReformBodapati Gandhi (United States)
C138  Statistical Contents and Lessons in the Japanese Curriculum of Mathematics for Upper Secondary SchoolsYuichi Oguchi (Japan)
C139  Lesson Practice of Statistical Problem Solving in High School in JapanTomomi Masuda (Japan)
C140  Revealing Conceptual Difficulties when Interpreting Histograms: An Eye-Tracking StudyLonneke Boels (The Netherlands)
C141  An education curriculum for developing analytical system engineer being good at statisticsNaoko Sakurai (Japan)
C142  Perspectives in Teaching Statistics in a Pedagogy Course in DEAuriluci Figueiredo (Brazil)
C143  Early Childhood Experiences In Inferential Statistics Using An Inquiry ApproachDebra McPhee (Australia)
C144  Student Performance in First Year Tertiary StudyKenichi Furushima (New Zealand)
C145  The Accessibility Analysis of Senior High School Statistics Textbooks in IndonesiaNurul Taflihati Masykar (Taiwan)
C146  Building a culture of data driven decision making in higher education using data warehousingJohnson Mwangi (Kenya)
C147  The Effect of the Structure of Contingency Table Data on Students’ InferencesTing-Ying Chu (Taiwan)
C149  Teacher knowledge for the teaching of statistical problem solving at school levelEun-Sung Ko (Korea)
C152  Decision-making in uncertainty-infused learning situations with experiments in physics classesTobias Ludwig (Germany)
C155  Using R to teach statisticsCHarles Taylor (United Kingdom)
C156  The analysis of data distributions presented in the Indonesian and English college textbooks based on statistical cognition and meanings of dataKhairiani Idris (Indonesia)
C157  R-Ladies: Improving Gender Diversity within the R CommunityMine Dogucu (United States)
C158  Comparing Instructor Created vs. Externally Created Homework Assignments And Their Effects On Exam ScoresDavid Swart (United States)
C159  Impacts of Teaching Statistics MOOC on Educators’ Perspectives and PracticeGemma Mojica (US)
C160  College Instructors’ Attitudes toward Confidence IntervalsHyung Won Kim (United States)
C163  Using TIC's for to Introduce to StatisticCarlos Mantilla (Colombia)
C164  An Investıgatıon of Mıddle School Mathematıcs Teachers' Knowledge For Teachıng Measures of Central TendencyRamazan Gürel (Turkey)
C165  Bayesian Statistics: Accommodation and AssimilationWayne Stewart (United States)
C166  Blending Online Coursework and Small Learning Communities to Support Professional Growth in Teaching StatisticsKemal Akoğlu (United States)
C167  Can a Simulation-Based Inference course be flipped?Noelle Pablo (United States)
C168  An Integrative Work in Statistical ClassesDiana Kohan (Argentina)
C169  Finding meaning in a multivariable world: A conceptual approach to an algebra-based second course in statisticsKaren McGaughey (United States)
C170  Activities and types of statistical graphs in textbooks of primary education in PerúMiluska Osorio (Perú)
C171  Improving capacity and quality of undergraduate statistics instruction through research-based TA training experiencesJennifer J Kaplan (United States)
C172  Developing E-Modules to Support Preservice Secondary Teachers’ Statistical ThinkingRick Hudson (United States)
C173  Development of a tool to assess students’ conceptual understanding in introductory statisticsNathan Tintle (United States)
C174  Implementing a Simulation-Based Inference Curriculum in Indonesia: a Preliminary ReportKie Van Ivanky Saputra (Indonesia)
C175  What is Statistics? Examining the Disciplinary Beliefs of Incoming Statistics TAsKelly Findley (United States)
C176  Building support communities for statistics educatorsAmy Hogan (United States)
C177  Assessing retention of statistical concepts after completing a post-secondary introductory statistics courseSoma Roy (United States)
C178  A Three-tiered Training Program for Graduate Teaching AssistantsLynette Hudiburgh (United States)
C179  Examining Distractors in Multiple-Choice Questions for Classroom Assessments: Learning from PsychometricsErnest Kwan (Canada)
C180  How Data Science can improve Statistics teaching in ThailandPhattrawan Tongkumchum (Thailand)
C181  Integrated teaching of Machine Learning and StatisticsAttachai Ueranantasan (Thailand)
C182  Effects of statistical words on the way students view dataHiroki Otani (Japan)
C183  Developing Teachers’ and Students’ Statistical Reasoning in an ICT-integrative Project - Where has the Mathematic Gone?Camilla Hellsten Østergaard (Denmark)
C184  What comes first when teaching Statistics: theory or application?Don McNeil (Thailand)
C185  Comparing Machine Learning algorithms with regression models in the classroomSarawuth Chesoh (Thailand)
C186  The Engagement of the Business Management Students with the World of Big Data in Business Analytics: A PreparationNelia Ereno (Philippines)
C187  Improving the teaching of basic statistical inference to social science studentsHendry Raharjo (Sweden)
C188  Guaranteeing student inclusion in an increasingly global Erasmus Mundus Joint Master Degree Program in Work, Organizational, and Personnel Psychology (WOP-P)Bruno de Sousa (Portugal)
C189  Is data a quantitative thing? An analysis of the concept of the mode in textbooks for grade 4-6Karin Landtblom (Sweden)
C190  Case study on expected value and standard deviation of sample meanEun Ha Kim (Rep. of KOREA)
C191  Developing a Modern Data Visualisation CourseJames Baglin (Australia)
C192  Do open-ended and multiple choice questions measure the same latent trait?EJ Bakker (Netherlands)
C193  Statistics capacity building and alignment of learning outcomes with business sector needs in the GCC CountriesIbrahim Alfaki (United Arab Emirates)
C195  Teaching Time Series to Undergraduate StudentsMike Forster (New Zealand)
C197  The contingency of the statistical knowledge in Korean textbooks- Using a Critical Discourse AnalysisJinwoo Cho (Korea)
C198  Implementing research results in technology induced teaching of stochastics - A literature reviewAndreas Eckert (Sweden)
C200  A Framework and Survey for Measuring Students’ Motivational Attitudes toward StatisticsDouglas Whitaker (United States of America)
C201  Strategies Employed by Secondary Mathematics Teachers on Inferential Reasoning TasksMaryann Huey (United States)
C202  Transforming Teaching and Learning Statistics: A Multidimensional ApproachMonica Dabos (United States)
C203  The Impact on Teacher Attitudes and Statistical Pedagogical Knowledge of a Regional Hub and Mentorship Program for Two-Year Colleges in the U.SMichael Posner (United States)
C204  USE OF TECHNOLOGY TO CLOSE STATISTICAL KNOWLEDGE GAPS – Teaching Students with Limited Background in MathematicsBeatrice Gichohi (Kenya)
C205  Data mining of big data to analyze the trends in the real estate market oh Ho Chi Minh City, Viet Nam 2014-2015Le Thi Thanh Loan (Vietnam)
C207  Teaching design of cross-curricular statistical education at high school in JAPANFumihiko Mitsunaga (Japan)
C208  Is it growth or change? Strategies for teaching the complexities of longitudinal modelsAnn A. O'Connell (United States)
C209  Statistics education at post-secondary in Ethiopia: A menace to undertaking researchKassa Wyesus (ethiopia)
C210  Using Large Data Sets at the Beginning of Introductory Statistics CoursesWilliam Rybolt (United States)
C211  Secondary Teachers’ Understanding of Statistical Modeling After Teaching a Simulation-Based Statistical Inference CourseMichael Huberty (United States)
C212  A Shift In Teaching And Learning Introductory Statistics Courses At Masinde Muliro University Of Science & TechnologyAnnette Okoth (Kenya)
C213  Overcoming challenges with service courses in StatisticsMatina Rassias (United Kingdom)
C214  A Workshop in Pakistan on Teaching Statistical Inference Through a Freely Available Online SoftwareSaleha Habibullah (Pakistan)
C215  Integrating collaboration, communication and problem solving to promote innovation in statistics educationCarla Vivacqua (Brazil)
C216  To R or not to R, that is not the questionDanny Parsons (United Kingdom)
C217  Self-efficacy and attitudes in Statistics in Higher EducationMauren Porciúncula (Brazil)
C218  The learning and teaching of statistics using TinkerPlots in a teacher education courseRaquel Santos ( UIIPS)
C219  The Role of Computer Software in Teaching StatisticalLaila Ait Hassou (Morocco)
C220  An Application of the Mixture Rasch Model: Classifying Pre-service Teachers on the Self-Efficacy to Teach StatisticsLeigh Harrell-Williams (United States)
C222  Reasoning with games of chance: statistics for playJoy Yang (United States)
C223  Post-Secondary Teachers’ Understanding of P-valueJason Mark Dolor (United States)
C224  Adding value to statistics undergraduate classes through using technology in Maseno University, KenyaThomas Mawora (Kenya)
C225  Where is statistical knowledges in/out of students? -Instruction of understand the necessity and meaning of knowledges-Fujiwara Daiki (Japan)
C227  Students’ behavioral intentions regarding the future use of statistical methodsPolona Tominc (Slovenia)
C228  Survey of Strategies for Teaching Statistics at SchoolOsuolale Peter Popoola (Nigeria)
C229  Improving Teaching and Capacity in Statistics Education: The case of GhanaBashiru I.I Saeed (Ghana)
C234  Teaching Biostatistics course with flipped classroomMingan Yang (U.S.A)
C235  Blended Learning in Higher Education: A Case Study in Postgraduate Applied Statistics ProgramsJahar Bhowmik (Australia)
C236  Igniting the statistical spark in the social sciencesRhys Jones (New Zealand)
C237  Taking Statistics outside the classroom to a soccer fieldJohnny Masegela (RSA)
C239  Non majoring students perspectives of technology use in leaning elementary statisticsMartin Chanza (South Africa)
C240  Diversity-Related Projects in an Introductory Statistics CourseKirsten Doehler (United States)
C241  “Descriptive Statistics” is a Misnomer-- A Critical Analysis of the typology and structure of statistical techniques in textbooks: Towards a better comprehension in learning and using StatisticsRanda Nasser (Palestine)
C244  Comparing the efficiency of mathematical V. intuitive explanations in conditional probabilitySigal Levy (Israel)
C245  Similarities and Differences of Learning Approaches of Student in Statistics and Mathematics: A Case Study from TurkeyEti Mizrahi (Turkey)
C246  Project-based curriculum as a guide for the re-sequencing of a discipline specific statistics courseVeronica Fruiht (United States)
C247  Specialist and Non-Specialist Students' Attitudes Towards StatisticsZainal Abidin Koemadji (United Kingdom)
C251  Significance of intuitive explanation of CI for non-statistician studentsYelena Stukalin (Israel)
C253  You R, so you are !Koo Rijpkema (the Netherlands)
C254  A tool for students’ reflection on collaborative learning practices in the statistics disciplineTlhalitshi Volition Montshiwa (South Africa)
C255  Psychological factors associated with academic performance in statisticsMartin Malaspina (Peru)
C258  Introductory Statistics with Deferred Uni Variate for Long Term Academic Degree ProgramFebry Utami (Indonesia)
C259  The Effects of Virtual Manipulatives on Statistics Achievement of Undergraduate StudentsXin Ma (United States)
C261  Developing and assessing written communication skills in large introductory statistics classesElizabeth Johnson (United States)
C262  Statistically deep learning based on the investigative cycle of a sixth-grade elementary school studentMitsuru Matsushima (Japan)
C263  Modeling First: A Modeling Approach To Teaching Introductory StatisticsJames Stigler (United States)
C264  Developing the skills demanded of a statistician beyond statistics: a case study in biostatisticsStephanie Hubbard (United Kingdom)
C265  TeachIT: Turning the Classroom into a Research Laboratory via Interactive e-Learning ToolsPhilipp Burckhardt (United States)
C267  Statistics in Practice: Making of Professional Statisticians in a ClassroomDilhari Attygalle (Sri Lanka)
C268  From sample to population: A hypothetical learning trajectory for informal statistical inferenceMarianne van Dijke-Droogers (The Netherlands)
C269  Introducing key statistical concepts to non-statistics studentsSigal Levy (Israel)
C270  Taming Stastistics for Students with APLStephen Mansour (United States)
C271  Strategic Engagement: Teaching for Learning in an Introductory Online Statistics Course Abstractjamie mills (United States)
C272  Teaching Average Through Implementing Cognitively Demanding Statistical TasksVuslat Şeker (TURKEY)
C274  Designing, Teaching and Reflecting on Probabilistic TasksEfi Paparistodemou (Cyprus)
C275  Professional development programs for statistics teachers: The role of commitmentDifariney González-Gómez (Colombia)
C278  Cultivating Interdisciplinary Undergraduate Research in Applied StatisticsDavid Holmes (United States)
C279  Preparing students for a career in StatisticsJay Mandrekar (United States)
C280  A new approach to teaching hypothesis testing to beginning students in businessTommy Tang (Australia)
C282  Practical use of correlation coefficients in the Social SciencesOscar Hernandez (Costa Rica)
C283  Teaching probability and statistics to pre-service elementary school teachersYoshiji Takagi (Japan)
C285  Prospective teachers’ critical thinking regarding statistical and probabilistic information in a newspaper article on medical researchMehtap Kus (Turkey)
C287  Improving Statistical Literacy in Engineering EducationSiong Lin Ho (Singapore)
C288  Digital Games as Tools for Enhancing Statistics Instruction in the Early Years: A Teaching Intervention within a Grade 2 Mathematics ClassroomMaria Meletiou-Mavrotheris (Cyprus)
C289  Data in Search of a Context: An Icebreaker ActivityAlexander White (United States)
C290  Challenges for Independent Student Projects: A Perspective of the TeacherLayla Guyot (United States)
C292  Student use of technology during classMark Werner (United States)
C293  Peer teaching in a first year undergraduate class: indigenous language mediating the learning experienceThina Zukiswa Maqubela (South Africa)
C295  Utilizing a Flipped Classroom for an Introductory Biostatistics CourseJacqueline Milton (United States)
C298  Teaching Learner-Centered Statistics: A Case for Blended Delivery using Google AppsLeon Cygman (Canada)
C300  On the use of key words and visual representations in solving probability problemsSweet Rose Leonares (Philippines)
C301  Using Activity-Based Cooperative Learning Materials to Develop High School Students’ Critical Thinking and Problem Solving Skills in Statistics and ProbabilityJudella Langcauon (Philippines)
C302  Can a three-day intensive statistics boot camp increase graduate students’ core knowledge, self-efficacy, and mindset?Brian Leventhal (United States)
C303  Use of quizzes in large statistical lecturesNiloufar Abourashchi (United Kingdom)
C304  Factors Affecting Performance In Statistics Of Benguet State Unversity College StudentsPrecious Valentin (Philippines)
C305  Simultaneous Modeling Of Rainfall Quantity And Incidence In Pangasinan Using Poisson-Gamma DistributionJennifer Miguel (Philippines)
C307  Event History Analysis of Attrition and Degree Completion in Graduate StudiesBobby Roaring (Philippines)
C310  Checkpoints in statistical inquirySue Allmond (Australia)
C311  Rethinking the statistics education curriculum: Holistic, purposeful and layeredKatie Makar (Australia)