Identifying and Addressing Difficult Concepts for Students in the Introductory Statistics Course

Presented by

Marjorie Bond, Monmouth College

Tuesday, January 8th, 2013; 8:30am - 4:30pm


We know that students have difficulty with certain topics in statistics, and it can be difficult to determine the best approach to take to help our students work through these topics. In this workshop, we take a selection of difficult concepts, zoom in on exactly what the problems are from the student's point of view, and examine where, when, and how to address them in our course. Along the way, we will examine these difficult statistical concepts in detail, and look for common threads that may even lead us back to issues from Chapter 1. The workshop will also discuss the Guidelines for Assessment and Instruction in Statistics Education (GAISE) objectives for a statistically educated citizen. The workshop is particularly geared toward instructors at two-year colleges. Instructors new to teaching statistics as well those who have been teaching for a while will find the workshop beneficial. Supported by NSF DUE #0942924 & 0942456. Participants are encouraged to bring a laptop.

There is no registration fee for this workshop. However, advance registration is required, and confirmation of acceptance will be sent. Space is limited. There will be no on-site registration; walk-ins on the day of the workshop will not be accommodated. Workshop participants are responsible for their own transportation, lodging, and parking. Lunch will be provided.

About the Presenter

Marjorie Bond Marjorie Bond is a Professor of Mathematics and Computer Science at Monmouth College, a small liberal arts college in western Illinois. Dr. Bond has more than twenty years in the classroom experience teaching introductory statistics at multiple institutions to students with varies mathematics background. Professor Bond has written for the Teaching Bits column of the Journal of Statistics Education, has several entries in Encyclopedia of Epidemiology, is active in the statistics education community, and regularly presents at the Joint Statistical Meetings and USCOTS. Marjorie's current research involves researching students' perceptions of statistics prior to taking a statistics course and is a co-leader of a research group working on motivation and attitudes toward statistics.