Reading and Writing in an Inquiry-Based Introductory Statistics Course

Abstract

Some of the challenges that we face teaching introductory statistics are the students' fear of mathematics and negative perceptions of the subject that they bring with them as enter the classroom. In an attempt to change these negative associations we have begun teaching theme-based introductory statistics courses that emphasize reading and writing integrated with the usual emphasis on quantitative reasoning. In this presentation we will discuss how using a central theme and incorporating reading and writing has affected both the way we teach the course and the experience that the students have.