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dc.contributor.authorHärdle, Wolfgang Karlen
dc.contributor.authorKlinke, Sigberten
dc.contributor.authorZiegenhagen, Uween
dc.date.accessioned2006-05-29-
dc.date.accessioned2009-07-23T14:43:20Z-
dc.date.available2009-07-23T14:43:20Z-
dc.date.issued2005-
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
dc.language.isoengen
dc.publisher|aHumboldt University of Berlin, Collaborative Research Center 649 - Economic Risk |cBerlinen
dc.relation.ispartofseries|aSFB 649 Discussion Paper |x2005,058en
dc.subject.jelI21en
dc.subject.jelC19en
dc.subject.ddc330en
dc.subject.keywordelectronic booksen
dc.subject.keywordhypertexten
dc.subject.keyworde-supported teachingen
dc.subject.keywordstatistical softwareen
dc.titleIntegrable e-lements for statistics education-
dc.type|aWorking Paperen
dc.identifier.ppn512454035en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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