Journal of Mathematical Behavior
Many high school and college statistics courses, however, do not teach statistical reasoning effectively. Rather than helping students understand how to interpret the statistical statements they encounter, these courses focus upon statistical formulas and tests. We believe that the conventional approach not only leaves students confused about fundamental statistical concepts, but also makes the mathematics involved in statistics more rather than less obscure.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education