Using Humor in the Introductory Statistics Course
By Hershey H. Friedman, L. Friedman, T. Amoo. 2002
52 citations recorded by the source corpus.
This paper discusses reasons for using humor in the statistics classroom. Humor strengthens the relationship between student and teacher, reduces stress, makes a course more interesting, and, if relevant to the subject, may even enhance recall of the material. The authors provide examples of humorous material for teaching students such topics as descriptive statistics, probability and independence, sampling, confidence intervals, hypothesis testing, and regression and forecasting. Also, some references, summarized strategies, and suggestions for becoming more humorous in the classroom are provided.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/8cbb8db0bb87580b885ede8ca8d5c46d0fc497ab
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Citations in the corpus
- Functional Fun in Statistics Teaching: Resources, Research and Recommendations (2008, background): “…http://www.causeweb.org/resources/fun/db.php?id=86) can build classroom community, reduce anxiety (Dickinson, 2001; Schacht and Stewart, 1990; Friedman, Friedman, and Amoo, 2002), humanize the subject/instructor/course and foster openness in the classroom (Kher, Molstad, and Donahue, 1999),…”
- Beyond mean regression (2013, background): “A common (mis-)perception of statistics in the public opinion equates statistics with means and averages, which has led to the famous quote that ‘statisticians are mean lovers’ (Friedman et al., 2002).”
- Conditional transformation models (2012, background): “One of the famous “Top ten reasons to become a statistician” is that statisticians are “mean lovers”(Friedman, Friedman, and Amoo 2002), referring of course to our obsession with means.”