This paper discusses different forms of statistical education in today's schools.
This paper discusses different forms of statistical education in today's schools.
This paper discusses changes in secondary school curriculum to include more statistics education.
This report discusses the purpose of the formation of a joint committee of the American Statistical Association and the American Mathematical Association.
Many commissions on education have warned that over the next decade, the U. S. will face a critical shortage of skilled workers thereby reducing the ability to compete globally. Numeracy (quantitative literacy) and the ability to put into effect quality improvement principles are among the critical skills workers need in preparing for the future. Businesses and educational institutions have targeted middle school students as the primary pools for these skilled workers and toward this goal have developed joint ventures to give these students an awareness of numeracy and quality improvement. This author has engaged in such a joint venture designed to interest Baltimore city middle-school students in pursuing careers in the Statistical and Quality Sciences.
A graduate program in mathematics education, designed for secondary school teachers, is described. Probability and statistics is a major component of the program, which is offered on weekends and may be completed in 18 months. The results of a five-year objective evaluation of the program are given.
For faculty, summer camp provided an unusual teaching experience - a small group of motivated students in a highly interactive setting. For students, camp provided a glimpse of college life and an introduction to the field of statistics.
My remarks are based on considerable experience with in-service training seminars for mathematics at secondary level 1 (grades 5 to 10).
This report discusses problems in teacher education.
This report discusses statistical education and some possible changes in courses.
In the process of piloting and field-testing the curriculum materials, we have learned a great deal about what students and teachers understand about data analysis. We have also learned about the difficulties teachers encounter when they try to implement a curriculum which requires them and their students to respond quite differently from the way they respond in their usual mathematics classes.