1. Connections with Language to Help Statistics Students Make Content Connections D R. A MY W AGLER ( AWAGLER 2@ UTEP. EDU ) D R. L ARRY L ESSER ( LESSER @ UTEP. EDU ) AWAGLER 2@ UTEP. EDU LESSER @ UTEP. EDU THE UNIVERSITY OF TEXAS AT EL PASO

2. Everyday Experience

3. http://www.creditcards.com/credit-card-news/video-credit-card-statement-readability-man-on-street-1282.php

4. everyday language (positive) example from For All Practical Purposes, 8e (2009, p. 159) “just as a median divides a road into two halves (with opposite directions of travel), a median divides a dataset into two halves!” http://tmagazine.blogs.nytimes.com/2008/11/20/the-digital-ramble-planes-trains-and- automobiles/

5. Why talk about language?

6. Language use affects how students form concepts – Cognitive, affective, social processes within language  how students learn Can we characterize aspects of language use that affect learning? – Computational linguistics is a resource

7. Text Readability and Connections Text readability/complexity is a major factor that affects comprehension and content connections (Schoerning, 2013) Modern tools are available that effectively measure readability/complexity – Research or instructional tool

8. Analyzing Textbooks and beyond… Textbooks are a common medium for making connections between students and content – More self-authored or editable textbooks available Exam questions and case studies – Questions about context or word usage Instructor notes MOOCS, intelligent tutoring systems, etc…

9. Role of Language in Making Connections Use of language increasingly important – Changing student demographics: more students from diverse language backgrounds and/or non- traditional academic preparation – GAISE recommends teaching that emphasizes statistical literacy, development of statistical reasoning, and conceptual understanding

10. Example: Finding the First Quartile Version 1: “Arrange the observations in increasing order and locate the median M in the ordered list of observations. The first quartile is the median of the observations whose position in the ordered list is to the left of the location of the overall median.” Version 2: “Use the median to split the ordered data set into two halves – an upper half and a lower half. The first quartile is the median of the lower half.”

11. Quartile Example Version 1:Version 2:

12. A Brief Example Version 1: The mean is greater than the median because of some large observations. Version 2: The mean is greater than the median. There are some large observations.

13. A Brief Example: Version 1 The mean is greater than the median because of some large observations.

14. A Brief Example: Version 2 The mean is greater than the median. There are some large observations.

15. A Brief Example Version 1:Version 2: The mean is greater than the median. There are some large observations. The mean is greater than the median because of some large observations.

16. Exercise: Citrus Growers A citrus growers association believes that the mean consumption of fresh citrus fruits by people in the U.S. is at least 94 pounds per year. A random sample of 103 people in the U.S. has a mean consumption of fresh citrus fruits of 93.5 pounds per year and a standard deviation of 30 pounds. At α = 0.02, can you reject the association’s claim that the mean consumption of fresh citrus fruits by people in the U.S. is at least 94 pounds per year?

17. LexTutor output for Citrus Growers exercise

18. How might text be changed to increase familiarity of words? A citrus growers association believes that the mean consumption of fresh citrus fruits by people in the U.S. is at least 94 pounds per year. A random sample of 103 people in the U.S. has a mean consumption of fresh citrus fruits of 93.5 pounds per year and a standard deviation of 30 pounds. At α = 0.02, can you reject the association’s claim that the mean consumption of fresh citrus fruits by people in the U.S. is at least 94 pounds per year?

19. a Citrus Growers Revision A citrus growers association believes that the mean consumption of fresh citrus fruits by people in the U.S. is at least 94 pounds per year. A random sample of 103 people in the U.S. has a mean consumption of fresh citrus fruits of 93.5 pounds per year and a standard deviation of 30 pounds. At α = 0.02, can you reject the association’s claim that the mean consumption of fresh citrus fruits by people in the U.S. is at least 94 pounds per year? An organization of people who grow oranges claims that the mean number of pounds of oranges eaten by people in the US each year is at least 94 pounds. A random sample of 103 people in the U.S. has a mean of 93.5 pounds of oranges eaten per person per year and a standard deviation of 30 pounds of oranges. At α = 0.02, can you reject the organization’s claim?

20. Citrus Growers Example Version 1:Version 2:

21. Lextutor Analysis Submit a text to the Lextutor VocabProfiler: http://www.lextutor.ca/vp/eng/ http://www.lextutor.ca/vp/eng/ Review results with a small group Share results with session Insights?

22. Coh-Metrix TEA Analysis Create a free account and submit a text to the Coh-Metrix TEA: http://tea.cohmetrix.com/http://tea.cohmetrix.com/ Review results with a small group Share results with session Insights?

23. Thank you for picking our session! D R. A MY W AGLER ( AWAGLER 2@ UTEP. EDU ) D R. L ARRY L ESSER ( LESSER @ UTEP. EDU ) AWAGLER 2@ UTEP. EDU LESSER @ UTEP. EDU THE UNIVERSITY OF TEXAS AT EL PASO