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My current research interests began with
my doctoral dissertation, in which I looked at the
effects of an activity-based instructional approach on
students’ understanding of probability. I continue to
experiment with activity-based approaches, which I get
to test when teaching statistics. I am currently working
on three projects: with Joan
Garfield on a project, called ARTIST, funded by the
National Science Foundation to develop online resources
for assessment in statistics courses; research on how
students learn about statistical variability while
interacting with software that I designed; and another
NSF funded project, again with Joan Garfield, looking at
the effect of an innovative, activity-based curriculum
for introductory statistics that does not follow a
traditional ordering of topics.
My other interests include playing
guitar and harmonica, woodworking and home improvement
projects, spending time with my family, spending time in
the outdoors (especially canoeing), and practicing a
traditional style of Japanese karate.
Courses I teach
(all
EPSY courses)
EPSY 8261—Statistical Methods I:
Probability and Inference
EPSY 8262—Statistical Methods II:
Regression and the General Linear Model
Selected publications
Garfield, J., delMas,
R., & Chance, B. (in press). Using students’ informal
notions of variability to develop an understanding of
formal measures of variability. In M. Lovett and P. Shah
(Ed.), Proceedings of the 33rd Carnegie Symposium on
Cognition: Thinking with Data. Erlbaum.
delMas, R., & Liu, Y.
(2005). Exploring students’ conceptions of the standard
deviation. Statistics Education Research Journal, 4(1),
55-82.
http://www.stat.auckland.ac.nz/~iase/publications.php?show=serj
delMas, R. (2004). A
comparison of mathematical and statistical reasoning.
In D. Ben-Zvi and J. Garfield (Eds.), The Challenge
of Developing Statistical Literacy, Reasoning, and
Thinking (pp. 79-95). Dordrecht, The Netherlands:
Kluwer Academic Publishers.
Chance, B., delMas,
R., & Garfield, J. (2004). Reasoning about sampling
distributions. In D. Ben-Zvi and J. Garfield (Eds.),
The Challenge of Developing Statistical Literacy,
Reasoning, and Thinking (pp. 295-323). Dordrecht,
The Netherlands: Kluwer Academic Publishers.
delMas, R., Garfield,
J., & Chance, B. (1999). A model of classroom research
in action: Developing simulation activities to improve
students’ statistical reasoning. Journal of
Statistics Education, 7 (3),
http://www.amstat.org/publications/jse/secure/v7n3/delmas.cfm.
Personal Web
site
July 2006 |
