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Developing Students Statistical Reasoning: Connecting Research and Teaching Practice,Used
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Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statisticalpedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students learning.This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The books message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what Im doing now really the best thing for my students? What could I do better?"J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USAThis is a muchneeded text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current stateoftheart in statistics education research. The insights they have gleaned from theliterature should be tremendously helpful for those involved in teaching and researching introductory courses.Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA
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