At the University of Utah I’ve taught MATH 1070 and MATH 3070. Both are introductory statistics classes, but I call MATH 1070 “Introductory Statistics for People Who Don’t Like Math” while MATH 3070 is “Introductory Statistics for People Who Do Like Math”, since the latter requires calculus and uses far more probability. In both classes, though, students need to learn what confidence intervals (CIs) say and don’t say, and I spend a lot of time debunking common misconceptions for what a confidence interval says.
At the University of Utah, I teach the R lab that accompanies MATH 3070, “Applied Statistics I.”” None of my students are presumed to have any programming experience, and they never hesitate to remind me of that fact, especially when they are starting out. When I create assignments and pick problems, I often can write a one- or three-line solution in thirty seconds that students will sometimes spend four hours trying to solve. They then see my solution and slap their foreheads at its simplicity. I can be tricky with my solutions. For example, suppose you wish to find the sample proportion for a certain property. A common approach (or at least the one used in the textbook our course uses, Using R for Introductory Statistics by John Verzani) looks like this:
This is the third and final blog post in my series on income inequality (read the other two here and here). This post discusses the detachment of compensation from productivity that occurred around 1973. I look at the data and use R for exploring this break, along with why it may have occurred. R code is with the analysis, in the spirit of reproducible research.