Lexical ambiguity arises when a word from everyday English is used differently, with a specific meaning, in a particular discipline, such as statistics. This paper reports on a project that studies the effect of such words within the context of extracts from scholarly articles on students’ ability to define lexically ambiguous words correctly and statistically. The effect of the tutor on students’ ability to overcome lexical ambiguity after a one semester introductory Statistics course is also studied.
|Title of host publication||Proceedings of the 2013 Australian Conference on Science and Mathematics Education|
|Editors||Manjula Sharma, Alexandra Young|
|Place of Publication||Sydney, Australia|
|Number of pages||8|
|Publication status||Published - 2013|
|Event||Uniserve Science - Canberra, Australia|
Duration: 19 Sep 2013 → 21 Sep 2013
|Period||19/09/13 → 21/09/13|
RICHARDSON, A., Dunn, P., & Hutchins, R. (2013). The impact of tutor, extract and word on the correct definition of lexically ambiguous words in statistics. In M. Sharma, & A. Young (Eds.), Proceedings of the 2013 Australian Conference on Science and Mathematics Education (Vol. 19, pp. 185-192). Sydney, Australia: UniServe Science.