{"id":29,"date":"2017-08-25T09:29:58","date_gmt":"2017-08-25T13:29:58","guid":{"rendered":"https:\/\/blogs.harvard.edu\/siams\/?p=29"},"modified":"2017-10-04T18:26:22","modified_gmt":"2017-10-04T22:26:22","slug":"reading-statistics-done-wrong","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-statistics-done-wrong\/","title":{"rendered":"Reading &#8220;Statistics Done Wrong&#8221;"},"content":{"rendered":"<p>While discussing course design for our mathematical modeling course in the Spring, my colleague recommended paging through <a href=\"http:\/\/www.statisticsdonewrong.com\/\">Statistics Done Wrong<\/a>.\u00a0 I find the book&#8217;s description of the p-value useful: &#8220;A <em>p<\/em> value is &#8230; a measure of <em>how surprised you should be<\/em> if there is no actual difference between the groups, but you got data suggesting there is. &#8230; I can get a tiny <em>p<\/em> value by either measuring a huge effect \u2013 &#8216;this medicine makes people live four times longer&#8217; \u2013 or by measuring a tiny effect with great certainty.&#8221;<\/p>\n<p>The author explains statistical power via a coin-flipping example.\u00a0 Given some number of coin-flips&#8230;<\/p>\n<p>&nbsp;<\/p>\n<p>Random &#8211; to look up: hedonic treadmill.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>While discussing course design for our mathematical modeling course in the Spring, my colleague recommended paging through Statistics Done Wrong.\u00a0 I find the book&#8217;s description of the p-value useful: &#8220;A p value is &#8230; a measure of how surprised you should be if there is no actual difference between the groups, but you got data [&hellip;]<\/p>\n","protected":false},"author":8032,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[157887,1010],"tags":[],"class_list":["post-29","post","type-post","status-publish","format-standard","hentry","category-learning-and-teaching","category-math"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7E5LF-t","jetpack-related-posts":[{"id":96,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2018\/06\/04\/notes-on-how-learning-works-by-ambrose-et-al-2010\/","url_meta":{"origin":29,"position":0},"title":"Notes on &#8220;How Learning Works&#8221; by Ambrose et. al., 2010","author":"siams","date":"4 June 2018","format":false,"excerpt":"Notes based on How Learning Works : Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose, Michael W. Bridges, , Michele DiPietro, , Marsha C. Lovett, Marie K. Norman, and Richard E. Mayer.\u00a0 Wiley 2010. Chapter 1: Prior knowledge. There can be a mismatch between the prior knowledge and\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":134,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/06\/17\/hughes-hallett-et-al-chapter-8-using-the-definite-integral\/","url_meta":{"origin":29,"position":1},"title":"Hughes-Hallett et al Chapter 8: Using the definite integral","author":"siams","date":"17 June 2019","format":false,"excerpt":"For the course \"Integrating and Approximating\" our focus will be on multivariate integration, vector calculus, and differential equations. \u00a0In the past, I've used a number of texts for Multivariable, but appreciate the four-fold perspective (tables, graphs, formulas, words) that is used in Hughes-Hallett et al. A few chapters of single\u2026","rel":"","context":"In &quot;Math&quot;","block_context":{"text":"Math","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/math\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":153,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/06\/28\/blanchard-devaney-and-hall-3rd-edition-2006-differential-equations\/","url_meta":{"origin":29,"position":2},"title":"Blanchard, Devaney, and Hall 3rd edition (2006): Differential Equations. Sections 1.1-1.4, 1.8","author":"siams","date":"28 June 2019","format":false,"excerpt":"Chapter 1: First order differential equations. \u00a0They present a goal: predicting a future value of a quantity modeled by a differential equation. Section 1.1a. \u00a0Modeling via differential equations. \u00a0a: Introduce the idea of a model. \u00a0Distinguish between the independent variable (time), dependent variables (dependent on time) and parameters (don't depend\u2026","rel":"","context":"In &quot;Differential equations&quot;","block_context":{"text":"Differential equations","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/math\/differential-equations-math\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":160,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/10\/bonem-et-al-2019-learning-environment-and-student-outcomes\/","url_meta":{"origin":29,"position":3},"title":"Reading &#8220;Learning environment and student outcomes&#8221;","author":"siams","date":"10 July 2019","format":false,"excerpt":"I am reading\u00a0\"What you do is less important than how you do it: the effects of learning environment on student outcomes\", Bonem, Fedesco, and Zissimopoulos 2019 (Learning Environment Research). They survey a large number (14,000) students across a variety of disciplines and find students \" in highly autonomy-supportive learning environments\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":235,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2020\/07\/02\/notes-on-uhh-you-know-dont-you-white-racial-bonding-in-the-narrative-of-white-pre-service-teachers\/","url_meta":{"origin":29,"position":4},"title":"Notes on &#8216;&#8221;Uhh, You Know,&#8221; Don&#8217;t You?: White Racial Bonding in the Narrative of White Pre-Service Teachers&#8217;","author":"siams","date":"2 July 2020","format":false,"excerpt":"Fasching-Varner 2013, Educational Foundations \"Uhh, You Know,\" Don't You?: White Racial Bonding in the Narrative of White Pre-Service Teachers This article is about preparation of White (capitalization is following that in the paper) pre-service teachers to examine their racial identity and its potential impacts on students. \u00a0The author looks at\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":58,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/vector-calculus-earlier-in-the-semester\/","url_meta":{"origin":29,"position":5},"title":"Vector calculus earlier in the semester?","author":"siams","date":"25 August 2017","format":false,"excerpt":"Flux is a particularly central scientific and mathematically idea that appears in the context of a multivariable calculus course. \u00a0Given a velocity vector field and a surface, the flux of the vector field through the surface tells us the rate at which fluid is flowing through the surface. \u00a0This leads\u2026","rel":"","context":"In &quot;Math&quot;","block_context":{"text":"Math","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/math\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/29","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/users\/8032"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/comments?post=29"}],"version-history":[{"count":3,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/29\/revisions"}],"predecessor-version":[{"id":56,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/29\/revisions\/56"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/media?parent=29"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/categories?post=29"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/tags?post=29"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}