Students in the same statistics course learn different things, and view the role of the lecturer in different ways. We report on empirical research on students' conceptions of learning statistics, their expectations of teaching, and the relationship between them. The research is based on interviews, analysed using a qualitative methodology, with statistics students studying for a mathematics degree. Students expressed a range of conceptions of learning in statistics and a range of views of their lecturers' teaching. Looking at what students expect of teachers and their views of their own learning provides an opportunity for teachers to develop teaching practices that challenge students to move towards more integrated conceptions of statistics learning.
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