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Statistics Education

  • The ARTIST website provides a variety of assessment resources for teaching first courses in statistics. ARTIST's goal is to help teachers assess statistical literacy, statistical reasoning, and statistical thinking in their statistics classes. Registration is required to use assessment materials.

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  • SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free.

    SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed.

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  • TISE is an open access journal/publication from the UCLA Department of Statistics on the use of assorted technologies in the statistics classroom.

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  • Statistics and probability concepts are included in K–12 curriculum standards—particularly the Common Core State Standards—and on state and national exams. STEW provides free peer-reviewed teaching materials in a standard format for K–12 math and science teachers who teach statistics concepts in their classrooms.

    STEW lesson plans identify both the statistical concepts being developed and the age range appropriate for their use. The statistical concepts follow the recommendations of the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A Pre-K-12 Curriculum Framework, Common Core State Standards for Mathematics, and NCTM Principles and Standards for School Mathematics. The lessons are organized around the statistical problemsolving process in the GAISE guidelines: formulate a statistical question, design and implement a plan to collect data, analyze the data by measures and graphs, and interpret the data in the context of the original question. Teachers can navigate the STEW lessons by grade level and statistical topic.

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  • The Journal of Statistics Education provides a collection of Java applets and excel spreadsheets (and the articles associated with them) from as early as 1998 on this webpage.

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  • In the "Mathematics & Statistics" section on the "Faculty Showcase" tab, one can find a free, online statistics textbook (and link to other text resources) along with multiple professors' accounts of how they use this text in their respective classrooms.  On each professor's page is a description of the course taught, what caused each instructor to switch texts, how the text/course material has been received by students, and a sample assignment/syllabus from the course.  This is a wealth of information for those looking to switch books or gain insight into other professors' classes.

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  • Most statistical concepts are taught within an already packed secondary mathematics curriculum by mathematics teachers who are often under prepared to teach statistics. To address this issue, the Enhancing Statistics Teacher Education with E-Modules [ESTEEM] project hopes to facilitate the infusion of statistics content and pedagogy into undergraduate mathematics teacher preparation by providing faculty with technological and curricular resources, networking experiences, and ongoing support. ESTEEM includes course materials such as lessons, quizzes, videos, and activities.

    All hoping to access these resources must create an account at The PLACE

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  • CODAP provides an easy-to-use web-based data analysis platform, geared toward middle and high school students, and aimed at teachers and curriculum developers. CODAP can be incorporated across the curriculum to help students summarize, visualize and interpret data, advancing their skills to use data as evidence to support a claim.

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  • A quote to discuss the role of the teacher in fostering learning. The quote is by evangelical educator Henrietta Mears (1890 – 1963) as quoted in Donna Kafer, Women of Courage (2007). The quote may also be found at www.quotationsbywomen.com
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  • A cartoon to be used for discussing the F test in ANOVA and for discussing general student anxiety about statistics. The cartoon was used in the December 2016 CAUSE Cartoon Caption Contest. The winning caption was submitted by Larry Lesser at The University of Texas at El Paso, while the drawing was created by John Landers using an idea from Dennis Pearl. A second winning caption "Mark was pleased to note that he was a significant outlier. Little did he know it was a two-sided test..." written by Robert Garrett, a student at Miami University is well-suited to stimulate a discussion of statistical hypothesis testing and the effect of outliers (see "Cartoon: The Exam I")
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