Thread: statistics “with technology” and “without technology”

In the answer section of my statistics book it lists the answer “with technology” and “without technology”. What and why is there a difference? Is there a way I can use my TI83 or TI84 to calculate what the "without technology" answer would be, maybe a program I can download??? We are assigned the even problem also, so it would be helpful to know if I have the correct answer.

Originally Posted by mxer829

In the answer section of my statistics book it lists the answer “with technology” and “without technology”. What and why is there a difference? Is there a way I can use my TI83 or TI84 to calculate what the "without technology" answer would be, maybe a program I can download??? We are assigned the even problem also, so it would be helpful to know if I have the correct answer.

There should be no difference. If there is look in the book to find what they
mean by the two terms.

RonL

Originally Posted by mxer829

In the answer section of my statistics book it lists the answer “with technology” and “without technology”. What and why is there a difference? Is there a way I can use my TI83 or TI84 to calculate what the "without technology" answer would be, maybe a program I can download??? We are assigned the even problem also, so it would be helpful to know if I have the correct answer.

Perhaps your instructor wants to make sure you can use the tables? This is a disappearing skill since many calculators (to my recent surprise) have the charts built into them.

-Dan

Originally Posted by topsquark

Perhaps your instructor wants to make sure you can use the tables? This is a disappearing skill since many calculators (to my recent surprise) have the charts built into them.

-Dan

Ahhh... , so tables are supposed to be non-technological... rather than just
another technological calculation aide.

RonL

Originally Posted by CaptainBlack

Ahhh... , so tables are supposed to be non-technological... rather than just
another technological calculation aide.

RonL

That's my assumption anyway.

-Dan

Here is a totally different take on the question.
I use to not allow calculators to be used on tests on counting principles. The point being that I wanted the student to just set up the problem. That is, to write it up to a point where a calculator or a computer would help complete it. That way I would know that the student really understood the concept. Perhaps that is the difference in the sections with technology and those without.

What stats text are you using?. Is it Elementary Statistics by Larson and Farber. That is a popular one.

Originally Posted by Plato

Here is a totally different take on the question.
I use to not allow calculators to be used on tests on counting principles. The point being that I wanted the student to just set up the problem. That is, to write it up to a point where a calculator or a computer would help complete it. That way I would know that the student really understood the concept. Perhaps that is the difference in the sections with technology and those without.

My primary training is teaching Physics, but this might still be pertinent.

I do a bit of a mix: Some questions are about applying the concepts so most of the points are for technique, rather than the final answer. But some years ago I read that students who get "pat" answers (ie. everything comes out to be an integer to make calculation easier) find themselves without any confidence when faced with "real world" numbers. So I also include a number of short answer, with (mostly) randomly generated numbers.

Except when the curriculum requires it (like in the College Algebra courses I taught) I never require the use of a programmable. As the goal is to teach and emphasize the techniques I just don't see the point in them.

-Dan