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Basic Introductory Statistics - Distance Calculus Course Information

Basic Statistics course can best be described as a "first course of an introduction to basic statistics (without calculus)".

This course has many names, all being equivalent:
  • Introductory Statistics
  • General Statistics
  • Basic Statistics
  • General Education Statistics


Our Basic Statistics course differs from a classroom/textbook-based course in that we employ Mastery Learning so that you complete all assignments at 100% to assure competancy, as well as our curriculum shifting the course to a laboratory-style course, where theorem/lemma/proof type exposition is replaced by running experiments in Mathematica as you would in a science laboratory to empirically deduce the concepts and behaviors of basic statistics, both solvable (classically) via hand-based techiques, as well as studying basic statistics and probability that can only be solved and investigated graphically and numerically using a computer. The Basic Statistics curriculum is highly visual and based upon observations of experiments run in LiveMath.

At Distance Calculus, we call our "Basic Statistics" course as Basic Statistics - Math 124 - 3 credits.

Below are some links for further information about the Basic Statistics course via Distance Calculus @ Roger Williams University.






Distance Calculus - Student Reviews

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Date Posted: Jan 12, 2020
Review by: Brian Finley
Courses Completed: Calculus II
Review: I took Calculus II through Distance Calculus and can't recommend it enough. Being able to take the course at my own pace while I was working full time was tremendously helpful, especially since I hadn't taken a math course for 5 years prior. The instruction was excellent and the software they used to teach the course was intuitive and facilitated the learning process very well. This calc II class enabled me to take multivariable calc, linear algebra, and real analysis at Harvard University's extension school, which ultimately qualified me for the economics PhD program that I will graduate from next year. 8 years on, I'm still grateful to Professor Curtis and Distance Calculus.





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Date Posted: Jan 13, 2020
Review by: Daniel Marasco
Courses Completed: Multivariable Calculus
Review: This course was more affordable than many, and the flexible format was terrific for me, as I am inclined to work very diligently on tasks on my own. It could be dangerous for a person who requires external discipline more, but it works well for self-starters, allowing you to prioritize when you have other pressing work. I was a full time teacher adding a math certification, and this course allowed me to master the math while working around my teaching schedule and fitting work into moments here and there when I had time. I was able to transfer the credits to Montana State University, Bozeman for my teaching internship program without a hitch. The instructors were all very helpful and patient, even when I failed to see a ridiculously simple solution on one problem after 20 emails back and forth. Overall, I was more pleased with my experience in this class than I was with any of my other 9 courses.
Transferred Credits to: Montana State University, Bozeman





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Date Posted: Jan 12, 2020
Review by: Anonymous
Courses Completed: Calculus I
Review: This course is amazing! I took it as a requirement for admission to an MBA program, and couldn't have been happier with the quality and rigor of the course. I previously took calculus two times (at a public high school and then a large public university commonly cited as a "public ivy"), this course was by far the best and *finally* made the concepts click. Previously I had no idea what was going on because terrible PhD students were teaching the course and saying stuff like "a derivative is the slope of a tangent line" - ??? but what does that mean ???, but the instructors in the Shorter University course explain everything in ways where it FINALLY made sense (e.g., "imagine a roller coaster hitting the top of a hill, there's a moment where it shifts momentum and you're not accelerating or decelerating, that's what a 0 rate of change is - that's when the derivative would be zero"). They explain everything in multiple ways and relate it to other concepts. It all made perfect sense when I finally had a good instructor. Really recommend this class
Transferred Credits to: The Wharton School, UPenn