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> ATTACHMENT part 1 message/rfc822
> Date: Tue, 23 Oct 2001 01:08:18 +0100
> Reply-to: Concerned with the initial learning and
> teaching of statistics
> <[log in to unmask]>
> From: Automatic digest processor
> <[log in to unmask]>
> Subject: TEACHING-STATISTICS Digest - 17 Oct 2001
> to 22 Oct 2001 (#2001-49)
> To: Recipients of TEACHING-STATISTICS digests
> <[log in to unmask]>
>
> There is one message totalling 82 lines in this
> issue.
>
> Topics of the day:
>
> 1. teaching introductory progression
>
> ATTACHMENT part 2 message/rfc822
> Date: Mon, 22 Oct 2001 17:08:35 -0500
> From: Milo Schield <[log in to unmask]>
> Subject: Re: teaching introductory progression
>
> Vincent,
> Instead of using "LOGS" which many do not
> understand,
> just show the original numbers plotted on a RATIO
> scale
> -- which most students can readily understand.
> [Yes, the scale will be logarithmic, but that is
> incidental.]
>
> Sales people certainly understand percentage growth.
>
> Having a scale where a constant percentage increase
> generates a straight line should be fairly easy for
> these
> students to grasp.
>
> The distinction between base 10 and base e should
> also be irrelevant for your students' understanding.
>
> In your context, it sounds like LOGS are just a
> means
> to accomplish the desired end. It doesn't sound
> like
> students need to understand the definitions and/or
> the properties of LOGS to understand diminishing
> returns.
>
> Milo
> ==============
> At 05:27 PM 10/17/2001 +0200, you wrote:
> >Hello
> >
> >Can someone help please ? :
> >
> >i am trying to introduce some basic stats
> techniques to a group of sales
> >
> >people: they are bright but have no math at all !!!
> >
> >As part an introduction I want them to understand
> the law of
> >diminishing returns
> >
> >and thus arithmetic progression and am using the
> old question
> >"If an activity that has 20 operations "how many
> possible ways are there
> >of completing the task ?"
> >
> >
> >I get them to draw up a table in Excel and they get
> the visual very
> >quickly
> >but when i try to grapth the progression ....
> >
> >
> >I can get the grapth the way i want but only if i
> use a log fuction
> >(Naperian log) and then make scattter graph but
> these guys
> >don't get logarithms
> >
> >
> >Any ideas
> >
> >rgds
> >Vincent
> >--
> >Vincent Short
> >Chargé de Relations Entreprises / Corporate
> Relations
> >Groupe ISAIP-ESAIP
> >BP 22
> >18 rue du 8 Mai 1945
> >49180 St Barthélemy d'Anjou
> >
> >France
> >
> >TEL + 2 41 96 65 24
> >Fax + 2 41 96 65 11
>
> Milo Schield, Professor. Department of Business
> Administration
> Project Coordinator, Keck Statistical Literacy
> Project
> Statistical Literacy leader, Quantitative Literacy
> Team, Project Kaleidoscope
> Augsburg College Minneapolis, MN 55454
> 612:330-1153
> Home Page: www.augsburg.edu/ppages/~schield
>
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