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Keywords: Statistics education research; Keyword/keyword phrase 2; Keyword/keyword phrase 3; Keyword/keyword phrase 4 TITLE OF FIRST SECTION Title of subsection (if have subsections in this section) This is the first paragraph after the subsection heading and so there is a blank line before it. This is the first paragraph after the subsection heading and so there is a blank line before it. This is the first paragraph after the subsection heading and so there is a blank line before it. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. This is the second paragraph and so there is not a blank line before it. This is the second paragraph and so there is not a blank line before it. This is the second paragraph and so there is not a blank line before it. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Title of subsubsection (If any) This is the first paragraph of a subsubsection and so there is blank line before it. This is the first paragraph of a subsubsection and so there is blank line before it. This is the first paragraph of a subsubsection and so there is blank line before it. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Title of subsection (if have subsections in this section) Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. TITLE OF SECOND SECTION Title of subsection (if have subsection) Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet.  (1) Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Title of subsection (if have subsection) Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet.  Figure 1. Interplay between context and statistics Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Table 1. Percentage of responses in the questionnaire Type of responseABCItem 11235Item 27Item 33Item 443 Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Title of third section Title of subsection Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. At some stage you may need to say that author( (2005) said: This is a long quote and should be formatted using .Long Quote Style. This is a long quote and should be formatted using .Long Quote Style. This is a long quote and should be formatted using .Long Quote Style. This is a long quote and should be formatted using .Long Quote Style. This is a long quote and should be formatted using .Long Quote Style. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Title of second subsection Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. Insights that the statistics education community badly needs to have, even though it may not know it yet. If you have student responses are transcripts to include then place them in a table and use the .Table/Figure Body Style. This makes formatting of the content much more consistent. Intv:So what were you doing here?Carl:I putI tried to scrunch up all of the numbers as close as I could to the mean, and tried to make a new mean in this case. And, uh, it wouldnt have worked if I were to have switch, if I were to have it in progressive order of small orange, medium blue, to big red.Intv:Mm hmm.Carl:Because the red is the biggest. You want it to be that in between so the mean is going to, so that youll have the mean more with the more amount of numbers, basically. ACKNOWLEDGEMENTS Insights that the statistics education community badly needs to have, even though it may not know it yet. I would like to thank all these wonderful people and also funding agencies (if I could just find someone to fund my research). REFERENCES Bennett, D. J. (1993). The development of the mathematical concept of randomness: Educational implications (Doctoral dissertation, New York University, 1993). Dissertations Abstracts International, 54, 449A. (University Microfilms No 93-17, 657). Belli, G. (2000). The teaching of statistical consulting skills. Paper presented at the Meetings of the American Educational Research Association, New Orleans, April 24-28. Biehler, R. (1994). Probabilistic thinking, statistical reasoning and the search for causes: Do we need a probabilistic revolution after we have taught data analysis? In J. Garfield (Ed.), Research papers from the Fourth International Conference on Teaching Statistics. Minneapolis, MN: University of Minnesota. Garfield, J., & Ahlgren, A. (1988). Difficulties in learning basic concepts in probability and statistics: implications for research. Journal for Research in Mathematics Education 19, 44-63. Hill, A. B. (1965). The environment and disease: Association or causation. Proceedings of the Royal Society of Medicine, 58, 295-300. Konold, C. (1994). Understanding probability and statistics through resampling. In L. Brunelli & G. Cicchitelli (Eds.), Proceedings of the First Scientific Meeting of the International Association for Statistical Education (pp. 199-211). Perugia, Italy: University of Perugia. Konold, C., Robinson, A., Khalil, K., Pollatsek, A., Well, A., Wing, R., & Mayr, S. (2002). Students use of modal clumps to summarize data. In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics, Cape Town, South Africa [CD-ROM]. Voorburg, The Netherlands: International Statistical Institute. Moore, D. (1990). Uncertainty. In L. Steen (Ed.), On the shoulders of giants: New approaches to numeracy (pp. 95-137). Washington, D.C., USA: National Academy Press. Moore, D. (1997). New pedagogy and new content: the case of statistics. International Statistical Review, 65, 123-165. Piaget, J., & Inhelder, B. (1951). La gense de l'ide de hasard chez l'enfant. [The origin of the idea of chance in children]. Paris: Presses Universitaires de France. Reading, C. (1998). Reactions to Data: Students Understanding of Data Interpretation. In L. Pereira-Mendoza, L.S. Kea, T.W. Kee & W. F. Wong (Eds), Statistical Education Expanding the Network. Proceedings of the Fifth International Conference on Teaching of Statistics. (pp. 1427-1433). Singapore. Reading, C. (2004). Student description of variation while working with weather data. Statistics Education Research Journal, 3(2), 84-105. [Online: www.stat.auckland.ac.nz/serj] Snchez, F. T. (1999). Significado de la correlacin y regresin para los estudiantes universitarios [Meanings of correlation and regression for undergraduates]. (Unpublished doctoral dissertation, University of Granada, Spain, 1999). Shaughnessy, M. (1992). Research in probability and statistics: Reflections and directions. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp 465-494). New York: Macmillan. Shaughnessy, J. M., Watson, J., Moritz, J., & Reading, C. (1999, April). School mathematics students acknowledgement of statistical variation. In C. Maher (Chair), Theres More to Life than Centers. Presession Research Symposium, 77th Annual National Council of Teachers of Mathematics Conference, San Francisco, CA. Von Mises, R. (1939). Probability, statistics and truth (J. Neyman, D. Sholl, & E. Rabinowitsch, Trans.). New York: Macmillan (Original work published 1928). 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