For over thirty years, statistical education has fought for a "pedagogy of proximity."<br><br>But if this seems to bring greater success, it does not guarantee the understanding of<br><br>statistical concepts. An analysis of an experiment by Gattuso & Mary (2003, 2005),<br><br>and an observational study made by the author, highlight the phenomenon of<br><br>"cognitive isolation." This underlines the importance of the learners' views of<br><br>statistics. The work of Reid and Petocz (2002) corroborates this and provides more<br><br>insight into the necessity of an exogenous disturbance to learning so that it is fully<br><br>realized. Methodologically, it emerges that qualitative methods have their full place in<br><br>statistical education research, including as an opportunity to reassess the research<br><br>objectives.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education