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  • The inclusion of statistics and probability in the mathematics curriculum in secondary schools in the United States is now regarded as a necessity. While imparting these skills to all our high school graduates implies an increased level of mathematical training in general, it implies in particular that statistics and probability become part of the normal high school curriculum, probably, although not limited to, the mathematics curriculum. Teachers, by and large, have either had no statistics courses, or those they have had have been regarded as obstacles in their programmes. It is curiously easy to find teachers (as well as other college graduates) who look back on a statistics course as containing totally incomprehensible material punctuated by impressive and less than meaningful formulas in large numbers. Those of us who dare admit to teaching statistics for some time bear the burden of not having explained ourselves. We have failed to tell our students what our subject is about and we have also failed, I think, to impart the vitality and wide range of applications of statistics. Hence teachers, for whom the subject matter may be new, must be educated in the correct way or we may be doomed to repeat our less than admirable past.

  • It is evident that over the past ten years, there has been substantial change to probability and statistics curricula in schools in many countries. It is also clear that there will be continuing development in the 1990s if for no other reason than the continuing impact of technological change. This paper discusses the evolving situation in Victoria (Australia) related to the incoming VCE (Victorian Certificate of Education) with the particular focus being the need for a review of statistics and methodology courses appropriate for intending secondary teachers. In particular, the state of play in teacher education at the Institute of Education as it relates to the areas of probability and statistics described. In addition, some comments regarding teacher in-service are made.

  • Major changes to the mathematics courses in Victoria have meant that the amount of probability and statistics being taught in schools will undergo a large and dramatic increase over the next few years. Somewhere around 20-50% of mathematics at Year 11 and 12 (the first two years of secondary school) will now be probability and statistics. Not many teachers currently practicing in schools have the expertise to tackle much of the subject matter with confidence and enthusiasm. The result is that there is a need for professional development of teachers, which is both extensive and urgent. The Statistical Education Unit at the University of Melbourne has endeavoured to meet this need through various strategies, from half-day workshops to more formal courses running three hours weekly over thirteen weeks. These have met with varying success. Our conclusions and recommendations based on these experiences were presented.

  • In the United States, the topic of deficiency in quantitative literacy among high school graduates has been in the limelight for the past several years. Traditionally, students in US schools have not been taught statistics and probability as a regular course. The situation is particularly disappointing for many regions of the southeastern states which, in some respect, are similar to some of the developing nations around the world. We believe a long-term solution lies in nothing less than modification of requirements for mathematics teacher certification that include minimally the statistics objectives delineated by the NCTM Standards.

  • Plans for modernising society include the modernisation of statistics. In 1983 six objectives were set out: (1) the completion of statistical indicators; (2) the standardisation of the classification of statistics; (3) the scientification of statistical investigation; (4) the normalisation of the fundamental of statistics; (5) the modernisation of the technique of statistical data processing; (6) demand for high-quality statistical service. This report is mainly concerned with the present period. Most of the materials are cited from the journals Statistics in China, Statistics Research and Statistics and Forecasting for the year 1989.

  • Statistics is taught in all Singapore schools as part of the compulsory subject mathematics. Only at the university level may statistics be offered as a subject by itself, in the Department of Economics and Statistics. In attempting to make every school-leaver numerate and literate the statistics taught at the school level is meant to equip an individual with the ability to interpret and understand correctly the data presented in tables, diagrams, charts, and graphs. It is the concern of every mathematics teacher in school that pupils should know enough about simple statistics to be able to interpret them correctly and not be deceived by them.

  • Women biostatisticians in New Zealand are a substantial proportion of a very small group of statisticians. The term "biostatisticians" refers to statisticians who work on research projects in the area of medical or health research. They are usually attached to schools of medicine where they provide consultancy services and teaching, although some are employed to work on large projects or within research units.

  • Filipinos are natural gamblers; we bet on anything and everything besides horses. Our perception of risk is often irrational. We are subjected to opinion polls provided by the media, without being able to question the accuracy of their reports. As such, we need to understand some of the ideas of probability and frequencies. Understanding statistics is important for individuals in their daily lives and, as citizens in a democratic society, statistics must be taught directly or integrated in the teaching of science or other courses, especially at the lower levels of education where only a minority ever reach college. The question asked: How effective is the teaching of statistics in the Philippines?

  • A brief reflection on the experiences of a New Zealand woman statistician. Comments were made on the value of formal and informal training in the academic environment, the issues and problems faced upon moving to a private sector position (in insurance), and the potentially valuable contribution of statistics and statisticians to the management decision-making process.

  • Contents: 1. Introduction 2. On the Basic Understanding of School Mathematics 3. Probability - A New Paradigm for Mathematical Concepts in the School Curriculum? 3.1 Concept and Meaning 3.2 Concept and Means 3.3 Concept and Learning 4. The Mathematical Concept as an Interplay of Experimental and Theoretical Elements References

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