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  • This paper discusses the properties and characteristics that software should have (i.e., software that will support learning in statistics) and the features of software that aid teaching and learning.

  • This is a bound copy of a group of background readings from the Conference on Assessment Issues in Statistics Education.

  • The purpose of this bibliography is to provide a resource for students starting research in the area of statistics and probability. The bibliography is also available on disk to ease searching.

  • This article presents an extensive collection of references on the teaching of probability and statistics. The bibliography includes articles published in statistical and subject-matter journals and in conferences.

  • This article is the culmination of the work on curriculum for Bachelor of Science degrees in statistical science from both the workshop on undergraduate curriculum held on April 28-29, 2000, and the symposium on improving the workforce of the future.

  • Statisticians and others who teach statistics at liberal arts colleges enjoy opportunities and encounter difficulties that are unique to the liberal arts setting. In July 1987 a small group of statisticians participated in a workshop at which discussion focused on three major issues: statistics in the liberal arts, the teaching of statistics, and the role of a statistician at a liberal arts college. By summarizing our discussion in this report we hope to provide support for statisticians at liberal arts colleges and to initiate discussion directed toward giving statistics education a prominent position in the liberal arts curriculum.

  • Several activities at the 1989 Joint Statistical Meetings highlighted the contributions of women to the field of statistics. These activities are summarized, and selected profiles of women statisticans that were part of a display on women are featured.

  • This paper provides the scoring rubric used to score the open-ended questions on the advanced placement statistics examination.

  • This chapter explores the different paths that educators can take as they move toward a successful statistics curriculum where students are expected not only to learn but to learn key concepts.

  • The interconnected themes of quality and the marketing of the discipline of statistics are explored. An understanding of statistics as the study of the process of scientific inquiry is advocated as a consciously targeted market position. Because it reaches such a high proportion of the managers and decision makers of the future, the introductory university or college statistics course is highlighted as a potent marketing opportunity for enhancing the long-term health of statistics. Attention is given to teaching students to think statistically, to become educated consumers of statistical expertise, and to communicate well with nonstatisticians.

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