Tuesday - January 06, 2009

Mathematician ranked best job in new study


According to a new study reported in the Wall Street Journal, mathematician is ranked as the best job.  Frankly, I take such rankings with a grain of salt (best job for whom?), but I guess it might motivate some students to consider a major in mathematics.  Of course, students should not major in mathematics unless they really love mathematics, are mathematically talented, and are willing to work very hard.




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Monday - September 22, 2008

Inside Higher Ed: RateMyRankings: Ridiculous! 


Patricia McGuire, President of Trinity Washington University,  recently wrote an insightful article entitled RateMyRankings: Ridicuous! in Inside Higher Ed.  My favorite quote from the article: 

"Pretending to measure instructional quality, Forbes uses the profoundly scurrilous RateMyProfessors.com for 25 percent of its scoring method. Why stop there? Why not add a category for the number of campus sluts outed on JuicyCampus.com? RateMyProfessors invites just as much vicious gossip and cruel slander while providing no legitimate assessment of excellence in teaching (except for those who think that ratings of “Easy” or “Hard” or “Hot” or “Not” are good ways to judge the quality of collegiate instruction!)." 

The great irony here is that while "critical thinking" is often promoted as an increasingly important aspect of "modern" education, the most popular sources of rankings for educational programs demonstrate no critical thinking whatsoever.   

On a different, though somewhat related topic, I should add that I completely share Arturo Portnoy's view of actual student course evaluations, expressed in his article, A Crisis in Higher Education: Student Evaluations and Failing Standards.  It's not that I object to student course evaluations. In fact, I would always make use of them to solicit student feedback.  But I would never use them to measure teaching effectiveness.  They're useless in that regard. Even worse, when used to measure teaching effectiveness, they're damaging to the educational process.


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Friday - February 09, 2007

Homework Added to MTH191 and CMP201 Course Web Sites


I added homework to the MTH191 and CMP201 course web sites.

Posted at 06:49 AM     Read More  

Friday - January 26, 2007

Homework Added to MTH191 and CMP201 Course Web Sites


I added homework to the MTH191 and CMP201 course web sites.

Posted at 09:51 AM     Read More  

Monday - January 15, 2007

Spring 2007 Semester Course Websites are Online


With the Spring 2007 semester set to begin tomorrow at Salve Regina University, I put my course websites online. This semester, I will teach three sections of Applied Calculus (MTH 191) and one section of Scientific Programming (CMP 201).

I've taught CMP 201 several times over the years, most recently last spring. Though the course has emphasized mathematical applications in recent years, I plan to beef up the mathematics component even further this time around.

The Applied Calculus I course web site is here, and the Scientific Programming course web site is here.

Posted at 07:12 PM     Read More  

Friday - December 22, 2006

Salve Regina University Mathematics Major Handbook


I just completed the new Salve Regina University Mathematics Major Handbook. We, in the Mathematical Sciences Department, are very proud of our mathematics major and minor programs. The handbook is available here.

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Friday - December 08, 2006

Applied Calculus Class Project: EXCEL Workbook for Logistic and Exponential Regression



You can find an EXCEL file here that can be used to generate the logistic model for the United States population size (from the Census 1790-1940). I used Solver to obtain the logistic model. I showed how to use Solver to obtain an exponential model in a previous posting. In that posting, I used Solver to find values of two constants,a and b, for f(x)=aebx so that the sum (or average) of square differences is minimized. For the logistic model, you need to find constants a, b, and c for g(x)=c/(1+ae-bx) so that the average (or sum) of the square differences between the raw data and g(x) is minimized. At some point in the future, I'll post a detailed tutorial on how to do this.

In the class project, we used an exponential model based on data from 1790-1860. If you want to see an EXCEL file that additionally considers an exponential model based on data from 1790-1940, click here.


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Monday - December 04, 2006

Generating Confidence Intervals with a TI-83Plus Graphing Calculator



I recently covered confidence intervals in my statistics class. While the formulas for constructing confidence intervals are fairly simple and should be learned by students, variaous forms of technology to automate the simple computations are available. One such form of technology is provided by the TI-83Plus graphing calculator. In this posting, I'll illustrate the process of constructing confidence intervals with the TI-83Plus graphing calculator, using examples from the course textbook, Essentials of Statistics 2nd Edition by Mario F. Triola, Pub. Pearson/Addison Wesley. In each example, I'll show how to obtain a confidence interval for the population mean, μ. Read more for the examples.


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Friday - November 24, 2006

Regression in Microsoft EXCEL




This past week, I assigned a project in my Applied Calculus class in which the students must obtain a logistic regression model of the population growth of the United States. This is quite easy to do on the TI-83Plus graphing calculator. In a previous posting, I outlined the steps needed to produce an exponential regression of the form f(x) = abx. The only real difference between the steps needed to obtain an exponential model and a logistic model is that for the logistic model, after you've entered the data, you press STAT, use the arrow keys to select CALC--> B:Logistic. You can obtain regression models in MS EXCEL, too. For an exponential regression model of the form y=f(x) = aebx, you must find a linear regression model for ln(y)= ln(a)+ bx.
Read more for details.

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Sunday - November 19, 2006

OpenOffice Calc Tips for the STA201 Project


STA201 students can download a sample OpenOffice Calc document, containing the appropriate data, frequency tables, relative frequency tables, and relative frequency histograms, by clicking here.

You can read more for a few tips on how to generate the frequency tables and histograms, using OpenOffice's Calc spreadsheet application.


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Friday - November 17, 2006

Sample MS EXCEL Document for STA201 Project 1


STA201 students can download a sample MS EXCEL document, containing the appropriate data, frequency tables, relative frequency tables, and relative frequency histograms, by clicking here.

Note that the use of MS EXCEL was not required for Project 1. Graphs generated with a TI-83Plus graphing calculator, OpenOffice, or good old paper and pencil on graph paper were also acceptable.

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Friday - November 10, 2006

STA201 Project 1 Tips. Generating Histograms with MS EXCEL


This posting is primarily for students in my STA 201 Statistical Methods course, but it may be of interest to anyone using EXCEL for statistical computations. As noted in a previous posting, where I showed how to do things using the TI-83Plus graphing calculator, Project 1 of my STA201 course involves obtaining numerical data (from sources given in class) and analyzing the first non-zero digit. In particular, we want to study the distribution of the first non-zero digit in the data sets.

Read More for a detailed description of how to use MS EXCEL to obtain frequency distributions, relative frequency distributions, and histograms.


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Thursday - November 09, 2006

Fall Open House at Salve Regina University


On Sunday (11/12/2006), Salve Regina University (SRU) will hold the second of two Fall Open Houses in which prospective students can visit campus and find out all about SRU's programs (majors, minors, etc.). I will represent the Department of Mathematical Sciences at the open house from 11:30 am to 2:30 pm in McAuley Hall (first floor). If you happen to be in Newport, RI today, why don't you stop by and say hello.

You can find directions to the campus here. I hope to see you there.

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Thursday - November 09, 2006

STA201 Project 1 Tips. Generating Histograms with the TI-83Plus


This posting is primarily for students in my STA 201 Statistical Methods course, but it may be of interest to anyone using the TI-83Plus graphing calculator for statistical computations. Project 1 of my STA201 course involves obtaining numerical data (from sources given in class) and analyzing the first non-zero digit. In particular, we want to study the distribution of the first non-zero digit in the data sets.

Read More for a detailed description of how to use the TI-83Plus graphing calculator to obtain frequency distributions, relative frequency distributions, and histograms.

Posted at 06:59 AM     Read More  

Sunday - October 29, 2006

Fall Open House at Salve Regina University


Today, Salve Regina University (SRU) will hold the first of two Fall Open Houses in which prospective students can visit campus and find out all about SRU's programs (majors, minors, etc.). Jorn Zeuge and I will be represent the Department of Mathematical Sciences at the open house from 11:30 am to 2:30 pm in McAuley Hall (first floor). If you happen to be in Newport, RI today, why don't you stop by and say hello.

You can find directions to the campus here. I hope to see you there.

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Wednesday - October 25, 2006

AP: Happy, confident students do worse in math


The Associated Press has published an article about a study which concludes that the American educational system's obsession with making math fun and relevant to daily life has come at the expense of students' understanding of math. The complete article can be obtained here and here.

I can't comment directly on the study, because I don't know how data were collected and analyzed. Nevertheless, I tend to believe the conclusion of the study.

Here's the way I see it: While education for its own sake is not sufficiently valued in our culture, fun and recreation are overvalued. The problem is that fun, to too large an extent, replaced genuine learning. In response, our educational system devised a strategy of tricking students into learning something by incorporating fun activities, much as a mother tries to get her baby to eat by pretending that the spoon is an airplane. The baby gets nourishment, but the students, at least according to the study reported by the AP, wind up with diminished individual knowledge and understanding. I would hazard the guess that the problem is not limited to math. It's just more apparent in math.

I don't think that all the fun should be taken out of our educational strategies. I just think that the satisfaction of learning should be put back into it.

Posted at 07:09 AM     Read More  

Friday - September 08, 2006

Fall 2006 Semester Course Websites are Online


With the beginning of the Fall 2006 semester at Salve Regina University this week, I put my course websites online. This semester, I will teach three sections of Applied Calculus (MTH 191) and one section of Statistical Methods (STA 201). I'm pretty excited about teaching these courses this semester.

Though I've taught MTH 191 many times over the past few years, I routinely look for ways to improve my delivery of that course. On the other hand, STA 201 is essentially a new preparation for me, because I haven't taught it since 1996. This time around, I plan to make significant use of Power Point and at least some use of MS EXCEL.

The links to the course websites are:

MTH191

STA201

Posted at 08:44 AM     Read More  

Sunday - May 07, 2006

Performing a chi-square test for independence of attributes of classification with MATLAB


One of the things I enjoyed most about the statistical theory sequence I taught this past academic year was using MATLAB to do grungy computations required in many of the problems and examples. I've posted a number of examples on this blog before. Here's another one.

Section 8.6 of Probability and Statistical Inference 7e by Hogg and Tanis covers contingency tables. Problems in this area typically require more computations than I care to do with paper and pencil, even with the aid of a calculator. Let's consider Example 8.6-3 in which a random sample of 400 students at the University of Iowa was taken, and the question of independence of gender and enrollment in the school (Business, Engineering, Liberal Arts, Nursing, Pharmacy) is analyzed.

Hogg and Tanis present a 2 x 5 contingency table and a compute the value of a chi-square statistic.

Table from P. 538 (Hogg and Tanis)
College
Gender Bus. Engin. LibArts Nursing Pharm
males211614526
females144175134
 


We then wish to test the null hypothesis




where k = 2, and h = 5.

We then need to compute the chi-square test statistic




where




and are the frequencies shown in the contingency table. We then reject the null hypothesis if





Now, to compute Q in MATLAB, we begin by storing the observed frequencies from the contingency table in a matrix

Y=[ 21 16 145 2 6 ; 14 4 175 13 4];

and perform the following computations:

% Compute total number of trials
N=sum(sum(Y));
 
% Compute the totals for Attribute A (Gender)
nidot=sum(Y,2);
 
% Compute the totals for Attribute B (College)
ndotj=sum(Y);
 
% Compute the relative frequencies (probability estimates) 
% for Attribute B
pdotj = ndotj/N; 
 
% Compute the expected frequencies  (an outer product)
NP=nidot*pdotj;
 
% Compute the relative frequencies (probability estimates) 
% for Attribute A
pidot = nidot/N;
 
% Compute the chi-square statistic for the test of 
% independence of attributes
q=sum(sum(((Y-NP).^2)./NP));



Next we need to compare the resulting value of q to , which is something we can do either with a chi-square table or with my MATLAB function. Following is an illustration of the use of my MATLAB function.


% Compute the degrees of freedom for q:
[k h] = size(Y);
dof = (h-1)*(k-1);
 
% Find chi-square-subalpha (dof):
chiSquareSubAlpha = chiSquarePercentilesBisect(dof,alphaSig);




We estimate or bound the p-value using a chi-square table or we can use my MATLAB function to compute the p-value:


% Compute the p-value
pvalue=chiSquareProb(dof, q, inf);



I packaged these MATLAB commands as a function named chiSquareIndependenceTest2Attr, which can be called as follows.

alphaSig = 0.01;
whichtest=0;
[passORfail q chiSquareSubAlpha pvalue NP pidot pjdot nidot ndotj] ...
  = chiSquareIndependenceTest2Attr(Y, alphaSig, whichtest)


Note that

Input:
%  Y  -  k by h matrix (2-D array) with containing k events of attribute 
%        A and h events of attribute B. 
% alphaSig  - scalar significance level of test
% whichtest  -  scalar if 1, require p-value >= alphaSig for pass. 
%               Anything else will require chi-square test statistic
%               q <= chi-square_alpha[(k-1)(h-1)] 
%               for pass
%
% Output:
%  passORfail        - 1 if pass 0 if fail at alphaSig significance level
%  q                 - scalar chi-square test statistic
%  chisquareSubAlpha - scalar chi-square sub alpha
%  pvalue            - scalar p-value
%  NP                - array size of Y containing corresponding expected 
%                      frequencies
%  pidot             - vector containing relative frequencies (probability
%                      estimates) for Attribute A
%  pdotj             - vector containing relative frequencies (probability
%                      estimates) for Attribute B
%  nidot             - vector containing frequencies of Attribute A
%  ndotj             - vector containing frequencies of Attribute B


A call to this function (using Y as defined above) produces:



Fails independence test at 0.01 level of significance.
chi-square Test Statistic = 18.926482873851 > 13.276672 = chi^2_0.010(4).

passORfail =

     0


q =

   18.9265


chiSquareSubAlpha =

   13.2767


pvalue =

   8.1252e-04


NP =

   16.6250    9.5000  152.0000    7.1250    4.7500
   18.3750   10.5000  168.0000    7.8750    5.2500


pidot =

    0.4750
    0.5250


pjdot =

    0.0875    0.0500    0.8000    0.0375    0.0250


nidot =

   190
   210


ndotj =

    35    20   320    15    10


Here nidot corresponds to


and ndotj corresponds to



These functions are available on my Statistical Theory II course website. You'll need the Symbolic Toolkit for chiSquarePercentilesBisect, chiSquareProb, and chiSquareIndependenceTest2Attr (since this last one uses the two preceding ones).

Posted at 07:31 AM     Read More  

Friday - April 21, 2006

Several Matlab functions and scripts added to STA 342 Website


I added several probability-and-statistics-related MATLAB scripts and functions to the STA 342 web site.

Posted at 07:54 AM     Read More  

Monday - March 27, 2006

Matlab Function for chi-square goodness of fit test added to course website


I added a function named GoodnessOfFit4RandDigs that performs an alpha significance level chi-square goodness of fit test of randomness on input vector of digits to the STA 342 website. This script essentially implements the method demonstrated in Example 8.5-1 on Page 524 in Probability and Statistical Inference 7e by Hogg and Tanis.

Sample run (after storing sequence of digits in vector x):
>> GoodnessOfFit4RandDigs(x,0.05)
Sequence fails Goodness of Fit test for randomness at the 0.05 level
 
             Frequency    Expected Number
-----------------------------------------
Same             0               5  
One away         8              10  
Other           42              35  
-----------------------------------------
Sample run (testing Matlab's builtin rand function):
>> x=floor(10*rand(51,1));
>> GoodnessOfFit4RandDigs(x,0.05)
Sequence passes Goodness of Fit test for randomness at the 0.05 level
 
             Frequency    Expected Number
-----------------------------------------
Same             5               5  
One away         9              10  
Other           36              35  
-----------------------------------------

Posted at 05:28 PM     Read More  


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