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Literatura científica selecionada sobre o tema "Probabilities – textbooks"

Autor: Grafiati
Publicado: 25 de julho de 2024
Última modificação: 31 de julho de 2024

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Artigos de revistas sobre o assunto "Probabilities – textbooks"

1

Norton, Robert M. "Determining Probabilities by Examining Underlying Structure". Mathematics Teaching in the Middle School 7, n.º 2 (outubro de 2001): 78–82. http://dx.doi.org/10.5951/mtms.7.2.0078.

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One way of grabbing students' interest in probability is to present the rules of a game of chance, ask them whether the game is fair, and have them use their intuition to give a ballpark estimate of the probability of winning. The issue of fairness can be counted on to arouse the interest of many students, and fairness of games is a topic that has found its way into textbooks (see, e.g., Chapin et al. [1994]). Having students commit to an answer helps to arouse and sustain their interest because they want to see whether their intuition is correct. Students also learn that giving an impulsive, intuitive, and incorrect answer to a probability question is easy, but a good approach to finding the correct answer is to examine how each possible outcome is produced under the rules of the game. Giving students experiences in looking at the underlying structures of a number of games offers them opportunities to enhance their probability intuition.
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Ishibashi, Ippo. "Analyzing experimental and theoretical probabilities in Japanese 7th and 8th grade textbooks". International Electronic Journal of Mathematics Education 17, n.º 3 (1 de maio de 2022): em0690. http://dx.doi.org/10.29333/iejme/12061.

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Livni-Alcasid, Gur, Michal Haskel-Ittah e Anat Yarden. "As Symbol as That: Inconsistencies in Symbol Systems of Alleles in Textbooks, and Students’ Justifications for Them". Education Sciences 8, n.º 3 (2 de agosto de 2018): 110. http://dx.doi.org/10.3390/educsci8030110.

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In genetics education, symbols are used for alleles to visualize them and to explain probabilities of progeny and inheritance paradigms. In this study, we identified symbol systems used in genetics textbooks and the justifications provided for changes in the symbol systems. Moreover, we wanted to understand how students justify the use of different symbol systems when solving genetics problems. We analyzed eight textbooks from three different countries worldwide. We then presented a genetics problem to eight 9th-grade students and probed their justifications for the use of different symbol systems. Our findings showed that there is no one conventional symbol system in textbooks; instead, symbol systems are altered along and within textbooks according to the genetic context. More importantly, this alteration is not accompanied by any explicit explanation for the alteration. Student interviews revealed that some students were able to identify the genetic context of each symbol system, whereas others, who were unable to do so, provided justifications based on different non-genetics-related reasons. We discuss the implications of our analysis for how multiple symbol systems should be presented in textbooks, and how they should be introduced in the classroom.
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Zorzos, Michael, e Evgenios Avgerinos. "Research on visualization in probability problem solving". Eurasia Journal of Mathematics, Science and Technology Education 19, n.º 4 (1 de abril de 2023): em2247. http://dx.doi.org/10.29333/ejmste/13066.

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The importance of visual representations in education and mathematics is well known. Probabilities are a domain in mathematics that uses many visual representations since their theory consists of a variety of diagrams and graphs. In the past, many studies have shown that the use of various representations in teaching probabilities can greatly improve learning. Of course, the use of a visual representation or a visual tool when teaching or solving an exercise can have a variety of roles. The present work is based on the ancillary and informative role of the image. The following research examines the extent to which students, by solving a probability problem, have the need to use a visual representation or image. Additionally, the differences in student performance are investigated, given the role of the image in the activity. This knowledge can improve the teaching methods of probabilities and, with their appropriate use, school textbooks. The results show that there are more perspectives but also needs for research on the use of visual representations for the teaching of probabilities. The presence of the image works as a motivating factor for children to solve a problem with a lack of probabilistic knowledge, but the role of the image affects their final performance.
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Rico, Nuria, e Juan F. Ruiz-Hidalgo. "Errors concerning Statistics and Probability in Spanish Secondary School Textbooks". Applied Sciences 12, n.º 24 (12 de dezembro de 2022): 12719. http://dx.doi.org/10.3390/app122412719.

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Textbooks are considered essential, providing a hierarchical organisation of knowledge, forging the intellectual scaffolding of students and teachers alike, and playing a crucial role in compulsory education. In this paper we discuss, by means of a content analysis, the systematic errors detected in the presentation of questions related to statistics and probability in Spanish secondary school textbooks on mathematics. We found some errors appear systematically in the texts, and the most common are: faulty differentiation between quantitative and qualitative variables, between discrete and continuous variables and between randomness and determinism, confused examples for the bar charts, uncritical choice for graphic representations, inaccuracies in specific vocabulary, and ignoring prior probabilities and a poor consideration about representativeness. We classify the observed errors considering that some of these errors arise from the inherent difficulty of the content and others arise from differences between mathematical and statistical thinking as well as from judgments based on heuristic rules. Knowing the existence of these errors and the reasons why they occur are key points to make them disappear from statistical lessons and to help citizens achieving true statistical literacy.
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Naidu, Jaideep T., e John F. Sanford. "Teaching Basic Probability In Undergraduate Statistics Or Management Science Courses". American Journal of Business Education (AJBE) 10, n.º 1 (27 de dezembro de 2016): 17–22. http://dx.doi.org/10.19030/ajbe.v10i1.9850.

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Standard textbooks in core Statistics and Management Science classes present various examples to introduce basic probability concepts to undergraduate business students. These include tossing of a coin, throwing a die, and examples of that nature. While these are good examples to introduce basic probability, we use improvised versions of Russian Roulette and found these to be very effective in communicating important concepts in probability to our business school students. We use these modified versions of Russian Roulette to communicate concepts such as dependent event, joint probabilities and the value of information using Bayes’ law. The students understand and enjoy these examples and the class participation has been higher than usual.
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Tamimi, Abdul. "Uses of Mathematics Textbooks for Grade (4-8) as Per Basic Concepts and Questions Levels in TIMSS Test: A Study Conducted in Kingdom of Saudi Arabia Schools". Journal of Education and Learning 7, n.º 3 (26 de abril de 2018): 259. http://dx.doi.org/10.5539/jel.v7n3p259.

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This study tried to explore the degree of representation of math textbooks for grades (4-8) in the Kingdom of Saudi Arabia concerning the key concepts, shape, and levels of questions used in the TIMSS test. The study population of this study includes both students and teachers from fourth grade to eighth grade. The goal of this study was associated with six key concepts including numbers and their operations, algebra, geometry, measurement, statistics and probability, and a pro-rata. The researcher analyzed the questions and exercises used in the math textbooks to identify their effectiveness and efficiency. In addition, the researcher also calculated the percentages, the levels, and the shape for each key concept. The results of the study were organized in frequency tables. In the light of those results, the researcher recommended the need to rewrite the mathematics curriculum and textbooks for grades (4-8) to focus on the level of questions and exercises used to be best fit for the students comprehending level. Furthermore, the researcher also recommended to developed questions in the form of multiple-choice focusing on the content of the main concepts (statistics and probabilities, and a pro-rata) because of its importance in the life of the student. In addition, the resented figured out the need of conducting similar studies on the analysis of the results for Saudi students in an international math test, which was conducted in 2011 and 2015.
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Kim, Hyuk Joo. "A Study on Computing Sample Quantiles of Discrete Probability Distributions". Korean Data Analysis Society 26, n.º 1 (29 de fevereiro de 2024): 175–86. http://dx.doi.org/10.37727/jkdas.2024.26.1.175.

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In this paper, we studied the methods of computing sample quantiles for the case of discrete probability distributions. There are two main methods which are introduced in statistics textbooks. We compared these two methods by simulation from practical and educational necessity. We considered some cases of Poisson, binomial, geometric, negative binomial, and discrete uniform distributions by setting up the parameters, and for each distribution we performed 10,000 times of simulation of drawing random samples of size 20 and 50. At each time of simulation, we computed the difference between the population quantile and the sample quantile obtained by each method. We compared the two methods by using two criteria: one is the mean square error over 10,000 times of simulation, and the other is the frequency of obtaining closer sample quantile to the population quantile than the competing method. We also obtained the estimated probabilities of exact estimation of population quantiles for the two methods, and performed the tests of homogeneity on the probability distribution of under-estimation, exact estimation, and over-estimation of the population quantiles.
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Blevins, Jason R., e Garrett T. Senney. "Dynamic selection and distributional bounds on search costs in dynamic unit‐demand models". Quantitative Economics 10, n.º 3 (2019): 891–929. http://dx.doi.org/10.3982/qe728.

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This paper develops a dynamic model of consumer search that, despite placing very little structure on the dynamic problem faced by consumers, allows us to exploit intertemporal variation in price distributions to estimate the distribution from which consumer search costs are initially drawn. We show that static approaches to estimating this distribution may suffer from dynamic sample selection bias. This can happen if consumers are forward‐looking and delay their purchases in a way that systematically depends on their individual search costs. We consider identification of the population search cost distribution using only price data and develop estimable nonparametric upper and lower bounds on the distribution function, as well as a nonlinear least squares estimator for parametric models. We also consider the additional identifying power of weak, theoretical assumptions such as monotonicity of purchase probabilities in search costs. We apply our estimators to analyze the online market for two widely used econometrics textbooks. Our results suggest that static estimates of the search cost distribution are biased upwards, in a distributional sense, relative to the true population distribution. We illustrate this and other forms of bias in a small‐scale simulation study.
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Zhao, Daniel, e David M. Thompson. "Choosing Statistical Models to Assess Biological Interaction as a Departure from Additivity of Effects". Epidemiology, Biostatistics, and Public Health 18, n.º 1 (28 de setembro de 2023): 85–92. http://dx.doi.org/10.54103/2282-0930/20180.

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Vanderweele and Knol define biological interaction as an instance wherein “two exposures physically interact to bring about the outcome.” A hallmark of biological interaction is that the total effect, produced when factors act together, differs from the sum of effects when the factors operate independently. Epidemiologists construct statistical models to assess biological interaction. The form of the statistical model determines whether it is suited to detecting departures from additivity of effects or for detecting departures from multiplicativity of effects. A consensus exists that biological interaction should be assessed as a departure from additivity of effects.This paper compares three statistical models’ assessment of a data example that appears in several epidemiology textbooks to illustrate biological interaction in a binomial outcome. A linear binomial model quantifies departure from additivity in the data example in terms of differences in probabilities. It generates directly interpretable estimates and 95% confidence intervals for parameters including the interaction contrast (IC). Log binomial and logistic regression models detect no departure from multiplicativity in the data example. However, their estimates contribute to calculation of a “Relative Excess Risk Due to Interaction” (RERI), a measure of departure from additivity on a relative risk scale. The linear binomial model directly produces interpretable assessments of departures from additivity of effects and deserves wider use in research and in the teaching of epidemiology. Strategies exist to address the model’s limitations.
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Livros sobre o assunto "Probabilities – textbooks"

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Bean, Michael A. Probability: The science of uncertainty with applications to investments, insurance, and engineering. Providence, R.I: American Mathematical Society, 2009.

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Montgomery, Douglas C. Applied statistics and probability for engineers. New York: Wiley, 1994.

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Ross, Sheldon M. A first course in probability. 5a ed. London: Prentice Hall International, 1998.

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4

Xu, Hongxiang. Tong ji yu gai lü. Xianggang: Wan li ji gou, Ming tian chu ban she, 2004.

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J, Schervish Mark, ed. Probability and statistics. 4a ed. Boston: Pearson Education, 2012.

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6

Bittinger, Marvin L. Probability and statistics for Math 1C: University of California, San Diego. Reading, Mass: Addison-Wesley, 1989.

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7

Montgomery, Douglas C. Applied statistics and probability for engineers. New York: John Wiley & Sons, 1994.

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8

Montgomery, Douglas C. Applied statistics and probability for engineers: Student solutions manual. 4a ed. Hoboken, NJ: Wiley, 2007.

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9

Kinney, John J. Probability: An introduction with statistical applications. New York: John Wiley & Sons, 1997.

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10

Ash, Robert B. Statistical inference: A concise course. Mineola, New York: Dover Publications, 2011.

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Capítulos de livros sobre o assunto "Probabilities – textbooks"

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Toura, Varvara, e Konstantinos Nikolantonakis. "Presentation of the first probability textbook in the newly established Greek State". In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 87–99. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.07.

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The purpose of this paper is to present, describe and analyse the first book on probabilities in Greece, Elements of Probability Calculus and Theory of Errors, written by Periclis Rediadis as a process of dissemination of mathematical ideas from the “centre” (Europe) to the “periphery” (Greece). This article discusses the evolution of Probabilities in Modern Greek Education and investigates the author’s influences from probability books originating in France, Belgium and Germany. The first Greek textbooks mentioning Probability Theory are briefly presented (we focus mainly on the first three references to Probability, which were found in textbooks edited in 1888, 1893/1901 and 1908), and these findings are linked to external influences and internal peculiarities of the newly formed country. The article concludes with a general description of the oldest probability textbook published in the modern Greek state (1911) and it analyses of some indicative points in the last two chapters of the book, linking of each chapter’s content to previous manuals, Greek or foreign ones. The paper reflects the fact that the Calculus of Probabilities in Modern Greek Education arises not from pure mathematics but from teaching initiatives of technical education: Artillery, Topography and Experimental Physics compose the initial recruitment of the Probabilities at the turn of the 19th century. Furthermore, the first book was addressed to “the applied mathematical practitioners, officers, engineers, physicists, mathematicians, bankers, etc” as mentioned by the author on the cover page. Keywords: history, education, modern Greek state, probability textbook
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Lonnqvist, Jouko K. "Epidemiology and causes of suicide". In New Oxford Textbook of Psychiatry, 951–57. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0121.

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Suicidal behaviour or suicidality can be conceptualized as a continuum ranging from suicidal ideation and communications to suicide attempts and completed suicide. A developmental process which leads to suicidal ideation, suicidal communication, self-destructive behaviour, in some cases even to suicide, and its consequences to the survivors is often referred to as a suicidal process. There is no single unanimously accepted definition of suicide, although in most proposed definitions it is considered as a fatal act of self-injury (self-harm) undertaken with more or less conscious self-destructive intent, however vague and ambiguous. Since the deceased cannot testify as to his or her intent, the conclusions about this must be drawn by inference. The evidence required for this inference depends on many factors, for example the mode of death, the use of autopsy, age, gender, social and occupational status, and the social stigma of suicide in the person’s culture. The assessment of suicide intent is always based on a balance of probabilities. This chapter discusses the suicide process and the act of suicide, epidemiology and public health aspects of suicide, basic characteristics of the suicide victim, and finally mental disorders and suicide.
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Baggott, Jim, e John L. Heilbron. "Skirmishes in Princeton". In Quantum Drama, 140–51. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780192846105.003.0011.

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Abstract When Oppenheimer was drawn to Los Alamos, his student David Bohm stepped in to co-present his Berkeley lectures on quantum mechanics. The effort led to a textbook, which Bohm published in 1951. Although inclined towards Copenhagen teachings, he remained enough of a Marxist to explore the possibility that the radical probabilities of the theory might be removed using hidden variables. The book included a detailed analysis of the EPR experiment, cast in a much more accessible form. A subsequent encounter with Einstein at Princeton led him to become interested in whether a deterministic extension of quantum theory could be found. He rediscovered a version of the mathematically equivalent but deterministic pilot wave theory. Its hidden variables were obliged to be non-local, which caused Bohm no discomfort. But Einstein did not like it, calling it ‘too cheap’. Driven from McCarthyite America, Bohm argued his case from exile in Brazil.
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Zinn-Justin, Jean. "Gaussian integrals. Algebraic preliminaries". In Quantum Field Theory and Critical Phenomena, 1–17. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198834625.003.0001.

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In this work, the perturbative aspects of quantum mechanics (QM) and quantum field theory (QFT), to a large extent, are studied with functional (path or field) integrals and functional techniques. This physics textbook thus begins with a discussion of algebraic properties of Gaussian measures, and Gaussian expectation values for a finite number of variables. The important role of Gaussian measures is not unrelated to the central limit theorem of probabilities, although the interesting physics is generally hidden in essential deviations from Gaussian distributions. A few algebraic identities about Gaussian expectation values, in particular Wick's theorem are recalled. Integrals over some type of formally complex conjugate variables, directly relevant for boson systems are defined. Fermion systems require the introduction of Grassmann or exterior algebras, and the corresponding generalization of the notions of differentiation and integration. Both for complex and Grassmann integrals, Gaussian integrals, and Gaussian expectation values are calculated, and generalized Wick's theorems proven. The concepts of generating functions and Legendre transformation are recalled.
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Trabalhos de conferências sobre o assunto "Probabilities – textbooks"

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Jalil NOON, Najat. "AN EVALUATION STUDY OF THE THIRD-GRADE MATHEMATICS TEXTBOOK INTERMEDIATE IN LIGHT OF GLOBAL STANDARDS (NCTM 2000) (STRENGTHS, WEAKNESSES AND RECOMMENDATIONS)". In VI.International Scientific Congress of Pure,Applied and Technological Sciences. Rimar Academy, 2022. http://dx.doi.org/10.47832/minarcongress6-27.

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The study aimed to evaluate the content of the mathematics book for the third grade the new curriculum in the first and second part of the academic year 2018-2019 in light of the international standards issued by the National Council of Teachers of Mathematics (NCTM2000) to find strengths and weaknesses in it and make recommendations that contribute to the development of the content of the book. We relied on descriptive analytical methodology of the book and the tool was built to analyze content in four areas (number and operations, algebra, relations and functions, geometry and measurement, data analysis and probabilities).
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