This short review describes the present situation of statistics in the secondary school system in Sudan.
This short review describes the present situation of statistics in the secondary school system in Sudan.
This discusses the statistical education of South Africa.
This report discusses the education system, teacher training and statistics in primary and secondary schools in Argentina.
This report discusses statistical education in Malaysia.
This short review lists some literature on the Japanese statistical education.
The ASA Section on Statistical Education has been a forum for the exchange of attitudes and ideas about statistics teaching at all levels.
This paper describes the development of the Statistical Reasoning Assessment, an instrument designed to assess students' understanding of probability and statistics for the purpose of evaluating the effectiveness of new curricular programs and materials. A review of the literature related to assessment of statistical knowledge was used to determine the components and framework for this instrument.
This paper describes a computer-based learning environment for teaching descriptive statistics to eighth grade mathematics students. Using computers as a platform for teaching statistics can promote interest and help learners overcome their inhibitions about statistics. An instructional program, Discovering Statistics, was developed using Hypercard to motivate learners and to promote statistical understanding. Concepts are situated in concrete, real life contexts and the meaning of such concepts are modeled in examples that reflect the statistical problem solving process. Text, graphics, sound, animation, and computer screen recordings are used in various degrees to provide learners with multiple representations that further situate and model instruction.
I would like to organize my remarks by pointing out the central issue raised by each previous paper and then raising some questions for each author.
In December 1982, the Conference Board of the Mathematical Sciences -- of which the American Statistical Association is a member -- issued a report entitled "The mathematical sciences curriculum K-12: What is still fundamental and what is not?" The report had been prepared at the request of the National Science Board Commission on Mathematics, Science and Technology. I am hopeful that as a result of the Conference Board recommendation it is no longer so much a question of whether statistics should be included in the school curriculum, but what kind of statistics., and that's what I want to talk about.