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dc.contributor.authorHärdle, Wolfgang Karlen_US
dc.contributor.authorKlinke, Sigberten_US
dc.contributor.authorZiegenhagen, Uween_US
dc.date.accessioned2006-05-29en_US
dc.date.accessioned2009-07-23T14:43:20Z-
dc.date.available2009-07-23T14:43:20Z-
dc.date.issued2005en_US
dc.identifier.urihttp://hdl.handle.net/10419/25077-
dc.description.abstractWithout doubt modern education in statistics must involve practical, computer-based data analysis but the question arises whether and how computational elements should be integrated into the canon of methodological education. Should the student see and study high-level programming code right at the beginning of his or her studies? Which technology can be presented during class and which computational elements can re-occur (at increasing level of complexity) during the different courses? In this paper we address these questions and discuss where e-techniques have their limits in statistics education.en_US
dc.language.isoengen_US
dc.publisherSFB 649, Economic Risk Berlinen_US
dc.relation.ispartofseriesSFB 649 discussion paper 2005,058en_US
dc.subject.jelI21en_US
dc.subject.jelC19en_US
dc.subject.ddc330en_US
dc.subject.keywordelectronic booksen_US
dc.subject.keywordhypertexten_US
dc.subject.keyworde-supported teachingen_US
dc.subject.keywordstatistical softwareen_US
dc.titleIntegrable e-lements for statistics educationen_US
dc.typeWorking Paperen_US
dc.identifier.ppn512454035en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:SFB 649 Discussion Papers, HU Berlin

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