The impact of tutor, extract and word on the correct definition of lexically ambiguous words in statistics

Alice RICHARDSON, Peter Dunn, Rene Hutchins

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

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.
Original languageEnglish
Title of host publicationProceedings of the 2013 Australian Conference on Science and Mathematics Education
EditorsManjula Sharma, Alexandra Young
Place of PublicationSydney, Australia
PublisherUniServe Science
Pages185-192
Number of pages8
Volume19
ISBN (Print)9780987183422
Publication statusPublished - 2013
EventUniserve Science - Canberra, Australia
Duration: 19 Sep 201321 Sep 2013

Conference

ConferenceUniserve Science
CountryAustralia
CityCanberra
Period19/09/1321/09/13

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    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). UniServe Science. https://openjournals.library.sydney.edu.au/index.php/IISME/article/download/6995/7596