# Other

• ### Introducing Data Analysis in the Schools: The situation in France

In France, data analysis is a part of the curriculum of primary schools (students younger than 11 years old). In primary schools, one teacher teaches all the subjects in the curriculum. In secondary schools (students from 11 to 18 years old) the style of education is very different and there is a different teacher for each subject. However, data analysis is still part of the curriculum in mathematics, economics, geography, biology, etc. with each teacher developing his/her own methods for data analysis. We will emphasize this point later. This paper offers a definition of data analysis, states goals for teachers and describes what is appropriate for the schools.

• ### The Question Is Not So Much "Who Should?" but rather "Who Can?" teach statistics

In 1989, the UK National Curriculum in Mathematics (Department of Education and Science, 1989) was introduced and the philosophy that statistics is a subject for all gained ground. Within the UK National curriculum, statistics (or "handling data" as it is known) now features throughout the years of compulsory education, i.e. it applies to all students between the ages of 5 and 16. For the purposes of this paper, "statistics" may be considered to be synonymous with "all the activities which pertain to data analysis", in which the role of uncertainty, or "probability", would be considered to be necessary for a full understanding of data analysis. At the 1988 ISI Round-table Conference Training teachers to teach statistics (Hawkins, 1990), the delegates concluded that there was a shortage of trained teaching personnel, both in the UK and throughout the world. Therefore, before addressing the question, "Who should teach statistics?" the 1992 Round-table delegates might have to consider the question, "Who is equipped to teach statistics?" When we attempt to answer this question, it may well be that views will emerge about the sort of person who would be most appropriately qualified (with a small "q") to teach statistics. However, if it were to be shown, for example, that only certain teachers have received any training at all in statistics, then, at least until this balance is redressed, these are presumably the teachers who "should" teach statistics.

• ### Re-Expression - A theme from EDA suitable for the mathematics teacher

In this paper I will deal with exploratory data analysis, EDA, and will consider EDA to be taught as part of school statistics. Although I think it is important to teach EDA at the school level, I also find it important to teach areas within confirmatory data analysis or statistical inference as well as probability and randomness, but this will not be discussed here. I will first briefly address the issue of who should teach data analysis. Then I will give examples of areas within EDA that are useful to introduce to the mathematics teachers at the upper secondary level.

• ### From Numerical Information to the Notion of Risk Through Data Analysis. The case of the French curricula

The French mathematical community is now convinced that the teaching of mathematics needs a new balance. It is generally agreed that its links to society's needs should be perceived differently, and that the computer can greatly assist in the making of necessary changes. Mathematics educators are conscious that a new challenge has to be faced because of the increasing number of pupils for whom they must cater. In spite of some delay in action that may be attributed to some traditionalist and conservative groups, the new syllabus positively reflects this evolution in approaches to the teaching of mathematics in France.

• ### Report on workshop on statistical education

There were 39 statisticians who gathered for a workshop on statistical education in Iowa City, Iowa, June 18-20, 1990. Theses persons represented universities, colleges, consulting firms, business and industry. As we prepared for the workshop, most of the 39 participants, and several others not attending, wrote papers on some aspect of statistical education, the majority of which concerned a first course in statistics. As a group, we recognized several poor characteristics of science and mathematical education, including statistical education.

• ### Final project report: A program to improve quantitative literacy in the schools

This is the final report of "A Program to Improve Quantitative Literacy in the Schools," a three-year project of the American Statistical Association (ASA) with assistance from NCTM completed the final year of development on September 30, 1987. This Final Project Report is submitted in compliance with regulations issued by the National Science Foundation. The purpose of this Final Project Report is to provide educators and other interested readers with a technical summary of the activities and to document the performance of the Quantitative Literacy (QL) Project. The report includes an Introduction, an Executive Summary, four main Sections, and an Appendix. The first section lists publications that address the activities of the project and provides impressions and points of view from numerous writers. The next section presents a list of individuals who assisted with the project. This list includes co-investigators, evaluators, programmers, and others associated with Quantitative Literacy. The third and most extensive section provides a technical description of the project and the project results. The final section contains materials produced by the project, some that were specifically required in the award document and others that were developed because they were considered to be useful to the project. The section is composed of reports, summaries, statements, forms, guidelines, and diagrams and charts regarding the activities of the project.

• ### Report on a study tour

During the period of August-September 1983 I carried out a study-tour of parts of Canada and the U.S.A. This tour was supported by the polytechnic, the Institute of Statisticians (to visit the ASA), the Open Tech Project (to attend a Quality Assurance Continuing Education seminar) and, primarily, a Royal Society study grant. I would like to express my appreciation for all this support. I talked to many people and visited many organizations. I have tried to report on my visit in a list below the papers and I enclose papers as appropriate. If you wish to have copies of any other papers please let me know. Clearly the views expressed are based on one person's contacts with specific people and organizations. I hope however that, as I met many of the most respected people in the areas covered, the view presented is not too distorted.

• ### TEACH STAT: Teaching Statistics Grades 1-6 A Statewide Implementation Project

This project combines a large-scale implementation plan with a plan for research and evaluation in statistics education to address teacher education needs in statistics for elementary teachers. The overall goal is: To develop and implement a comprehensive program to teach and to research the teaching and learning of statistics in the elementary grades (1 - 6) throughout the state of North Carolina. This includes: (a) Developing a statistics professional development curriculum designed for inservice education of elementary teachers. (b) Assisting elementary teachers in using statistics and data analysis as an organizing framework for the elementary mathematics curriculum and as a tool for integrating mathematics with other disciplines, particularly science and social studies. (3) Involving University and College faculty participating in TEACH-STAT as a Community of Research Practitioners (CORP) in school-based program evaluation and research.

• ### Statistics of infectious diseases

There remains much scope for statisticians to contribute to the understanding and control of infectious diseases, since much remains unknown about properties of the diseases and their spread. Analysis of infectious disease data presents several challenges to statisticians.

• ### Unmathematical statistics

This paper is concerned with the process of designing and implementing a new statistics course.