• Describes the use of programs written in BASIC and graphics facilities of microcomputers to make students aware of the assumptions of statistical models in linear regression and the design of experiments. Two references are cited. (CHC)

  • The Educational Research Department at Virginia Polytechnic Institute and State University (Blacksburg) attempts to go beyond conventional use of a computer laboratory by offering services to further the educational knowledge of its students. Laboratory staff members demonstrate methods needed to accomplish educational tasks for program requirements as they offer appropriate help to novice and experienced users. This set of papers reviews approaches used at the laboratory. An overview is provided by J. C. Fortune and A. L. Packard. "Computer-Based Laboratory (Mini-Courses Aiding Students in Statistical and Research Methods" (C. J. Rogers) describes how these brief courses are used to familiarize students with options available to them. "Opportunity for Educational Support: Open Laboratory and Mini-Courses" (M. W. Cumbow) describes the physical layout, hardware, software, and courses of the educational research laboratory. "In Support of the Research Education of Graduate Students: Free Tutorials" (J. List) describes the free tutorials in software use provided at the Educational Research Computer Laboratory in the areas of: (1) word processing; (2) statistics; (3) mainframe communications; (4) spreadsheets; (5) graphics; and (6) database management. (SLD)

  • Summarizes 19 papers presented at the Fourth International Conference on Teaching Statistics held in Morocco, July 1994. Papers presented were in five categories: (1) empirical studies on students' conceptions; (2) theoretical papers on teaching and learning; (3) assessment; (4) using computers in teaching probability and statistics; and (5) data analysis. (MKR)

  • The project LEDIS aims at developing stochastics as example of application-oriented school mathematics. Parallel activities on a theoretical model level and with real random phenomena are intended for developing applications hand in hand with theory in the sense of contributing to mutual explanation but not of applying a previously developed mathematical theory on examples. For being able to put this guiding thesis into practice in projects with teachers, the didactic concept of a (mathematical) problem system for building up the back-up text has been developed in the project. This report presents some of the results of the project, which involves the task of developing and testing models for the in-service-training of teachers.

  • A knowledge of statistics is an essential part of the training of all students in the filed of education and other behavioral sciences. There are many reasons for this. First, an understanding of the modern literature of behavioral sciences requires a knowledge of statistical method and modes of thought. A high proportion of current books and journal articles either report experimental findings in statistical form or present theories or arguments involving statistical concepts. Therefore, those who aim to become professional personnel in the field of education and other behavioral sciences need competency in the quantitative concepts and skills of statistics for several essential purpose.

  • The Learning/Teaching of Statistics Working Group of the National Center Research in Mathematical Sciences Education (NCRMSE) is studying the ways in which statistical content can best be integrated into the school mathematics curriculum. While NCRMSE Director Thomas Romberg initiated the Working Group, Susanne Lajoie of McGill University now chairs the group. Statistics is the seventh and final NCRMSE Working Group. It began its activities early in 1993. The operation and research of this Working Group is described.

  • Continuous Quality Improvement (CQI) better known in industry as Total Quality Management (TQM), is a management philosophy which has transformed many businesses and corporations internationally and is now beginning to make strong inroads into universities, predominantly on the administrative side. This paper raises the question of whether the conceptual frame work provided by CQI/TQM is a fertile one for addressing the problems involved in university teaching. It translates basic tenets of CQI/TQM into the university teaching context and outlines how these ideas have been implemented in a large, multisection, introductory statistics course. Particular attention is given to the problems of fostering steady year-to-year improvements in a course that can survive changes of personnel, and in making improvements by stimulating group creativity and then capturing the results for the future.

  • The interconnected themes of quality and the marketing of the discipline of statistics are explored. An understanding of statistics as the study of the process of scientific enquiry is advocated as a consciously targeted market position. Because it reaches such a high proportion of the managers and decision makers of the future, the introductory university or college statistics course is highlighted as a potent marketing opportunity for enhancing the long term health of statistics. Attention is given to teaching students to think "statistically", to become educated consumers of statistical expertise and to communicate well with non-statisticians.

  • Episodes recounted in this paper illustrate the evolution of statistics as a discipline and as a profession. The two are indissolubly linked, and it is useful to remember this as we contemplate present-day development.

  • Two reasons are given for the lack of adequate teaching in statistics: the newness of the field and students' lack of conceptual background. The author discusses the importance of the Schools Council Project for making significant progress in this area. The aim of this project is to produce appropriate teaching materials that are consistent with the teaching principles developed by the committee. The curriculum is divided into eight units, each lasting 4 to 5 hours. Students are grouped into four levels corresponding to ages 11-12, 12-13, 13-14, and 14-15. Units were well-constructed and designed for the general student with each topic carefully broken down and developed. The teachers' notes were carefully constructed and an integral part of each unit. These contained description of aims, objectives, prerequisites, equipment, and planning.