 |
International Association for Statistical Education Articles Published in |
|
IASE Publications Home Page IASE/ISI Journals & Newsletters IASE/ISI Books and Conference Proceedings Journals & Newsletters of Other Organizations |
Last Updated on
April 04, 2005
The Coming of Age of Statistical Education, by David Vere-Jones. (pages 3 to 23). This article outlines the activities of ISI (International Statistical Institute), the ISI Education Committee, and IASE during the period of 1948 to 1994. It also contains the authors’ views on the challenges facing IASE and statistics education more generally. How Students Learn Statistics, by Joan Garfield. (pages 25 to 34). This article is based on her plenary address at the 1992 Winter Meeting of the American Statistical Association. It reviews what research in teaching and learning has to say to teachers of statistics. Continuous Quality Improvement in Higher Education, by Robert V. Hogg and Mary C. Hogg. (pages 35 to 48). This paper is an overview of the application to university teaching of ideas from the Total Quality Management (TQM) movement. It also examines the role of statisticians in this movement. Continuous Improvement of Teaching: A Case Study in a Large Statistics Course, by C. J. Wild. (pages 49 to 68). Chris Wild and his colleagues at the University of Auckland have applied TQM ideas over several years in teaching a basic statistics course to 2500 students. This detailed case study complements the survey by Hogg and Hogg. The Language of Chance, by D. R. Bellhouse and J. Franklin. (pages 73 to 85). This article examines the history, use and context in modern usage of various probability words. New Pedagogy and the New Content: The Case of Statistics, by David S. Moore. (pages 123 to 137). This article discusses how the changing nature of statistics demands revised content and pedagogy in introductory statistics. It also discusses the effects of technology on these courses and the synergies between content, pedagogy, and technology. Software for Learning and for Doing Statistics, by Rolf Biehler. (pages 167 to 189). This article develops an ideal system of requirements to critically evaluate software and explains how different tools and microworlds are needed. A prototypical ideal software system and how this system can be used in teaching statistics are also discussed. The Current Position of Statistics: A Personal View, by D.R. Cox. (pages 261 to 276). This article is a non-technical review of the current aspects of statistical work in the areas of applied probability modeling, design of investigations and statistical analysis, and interpretation of data. There is also discussion of statistics in public affairs. Discussion: Forward to Basics! A Personal View of Developments in Statistical Education, by Anne Hawkins. (pages 280 to 287). This article is a discussion of the recent developments in statistical education with connections made to the above article by D.R. Cox. Training Employees for African Statistical Offices, by Enock F. Ching’anda and James P.M. Ntozi. (pages 235 to 244). Teaching programs for both current employees and future employees in national statistical offices are described. Professional Development for Teachers of Probability and Statistics: Into an Era of Technology, by Jane M. Watson. (pages 271 to 289). This article reviews work in the field of professional development of teachers of probability and statistics at the school level. It also describes the development of a multimedia package for professional development of statistics teachers. Assessment and Statistics Education: Current Challenges and Directions, by Joan B. Garfield and Iddo Gal. (pages 1 to 12). This article describes the interaction between new curricular goals for students and alternative methods of assessing student learning. Examples of innovative assessment approaches used in introductory statistics and challenges for statistics educators are also discussed. Using Statistics and Statistical Thinking to Improve Organisational Performance, by S. B. Dransfield, N. I. Fisher and N. J. Vogel. (pages 99 to 122). Although the main focus of this article is on improving organizational performance, there is extensive discussion of statistical thinking in the article that has important implications for statistics education. Note: Discussions of the above article and the response by the authors appear on pages 122 to 150. Statistical Thinking in Empirical Enquiry, by C. J. Wild and M. Pfannkuch. (pages 223 to 248). This paper describes the thought processes involved in statistical problem solving from problem formulation to conclusions and develops a four-dimensional framework for statistical thinking. In discussing these thought processes the article draws on previous literature and on in-depth interviews of students and practicing statisticians carried out by the authors. Discussion of the above article by T. M. F. Smith, David S. Moore, N. E. Breslow, Ronald D. Snee, and Rolf Biehler and the response by the authors appear on pages 248 to 265. Future Directions for the Teaching and Learning of Statistics at the Tertiary Level, by Des K. Nicholls. (pages 11 to 15). This paper focuses on the impact of instructional technology on the teaching and learning of statistics at the post-secondary level. Data Science: An Action Plan for Expanding the Technical Areas of the Field of Statistics, by William S. Cleveland. (pages 21 to 26). This article sets out a plan for enlarging the technical areas covered by both research and teaching in university departments. The plan is also applicable to the public and private sector. Adults’ Statistical Literacy: Meanings, Components, and Responsibilities, by Iddo Gal. (pages 1 to 25). This paper proposes a conceptualization of statistical literacy and describes its key components including the ability to interpret, critically evaluate, and communicate about statistical information and messages. “It is argued that statistically literate behavior is predicated on the joint activation of five interrelated knowledge bases (literacy, statistical, mathematical, context, and critical), together with a cluster of supporting dispositions and enabling beliefs. Educational and research implications are discussed, and responsibilities facing educators, statisticians, and other stakeholders are outlined.” (p. 1). Note: Because of the importance of this article to the International Statistical Literacy Project the ISI Permanent Office and the author have given permission to have a copy of the article available for free at http://course1.winona.edu/cblumberg/gal.pdf. Discussions of the article by Jane M. Watson, Maria-Gabriella Ottaviani, Deborah J. Rumsey, Carmen Batanero, Andrew Ahlgren, K. L. Weldon and J. Laurie Snell and a Response by Iddo Gal appear on pages 26 to 51. This page is maintained by Carol Joyce Blumberg and Tasfia Ahmed of Winona State University. Please contact Carol Blumberg at cblumberg@winona.edu if you have any questions or comments. |