Modulating Misconceptions by Musical Means

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Bibliographic Details
Title:	Modulating Misconceptions by Musical Means
Language:	English
Authors:	Lesser, Lawrence M. (ORCID 0000-0001-5762-3987)
Source:	Teaching Statistics: An International Journal for Teachers. Aut 2018 40(3):79-82.
Availability:	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed:	Y
Page Count:	4
Publication Date:	2018
Document Type:	Journal Articles Reports - Descriptive
Descriptors:	Misconceptions, Singing, Statistics, Correlation, Teaching Methods, Scaffolding (Teaching Technique), Probability, Attribution Theory, Music, Instructional Innovation
DOI:	10.1111/test.12157
ISSN:	0141-982X
Abstract:	This literature-based, classroom-tested novel innovation of educational song (with pedagogical scaffolding) may help engage students explore and address common resistant misconceptions in probability (e.g. all outcomes are equally likely) and in statistics (e.g. correlation must imply either causation or coincidence).
Abstractor:	As Provided
Entry Date:	2018
Accession Number:	EJ1188295
Database:	ERIC

Description
Abstract:	This literature-based, classroom-tested novel innovation of educational song (with pedagogical scaffolding) may help engage students explore and address common resistant misconceptions in probability (e.g. all outcomes are equally likely) and in statistics (e.g. correlation must imply either causation or coincidence).
ISSN:	0141-982X
DOI:	10.1111/test.12157