User:Statisfactions/stat outline

Goals of statistics education
Done

Teaching methods
Beinning with the 1992 Cobb report, instructors of statistics have been urged to engage students in activates, rather than passively listening to lectures. The use of active learning is also emphasized in the 2005 GAISE guidelines. Many methods for teaching statistics have been describe in books (see Teaching statistics, Innovations in Teaching Statistics, statistics a Bag of Tricks and Acttivity-Based Statistics.  Articles on methods for teaching statistics are also describe in   journal s such as JSE and Teaching Statistics.   Some of the popular methods used for teaching  statistics include cooperative learning (JSE articles by Garfield and later one by Roseth), Hands on Activates (Scheaffer and others0, Online  and Hybrid Instruction (TISE article by Everson), and most recently, using the Inverted classroom approach (Carver?) While large lectures are used in larger universities, lab or discussion sections may be added where students learn to use software, engage in activities, and  participate in assessments (give refs).

Many resources for teaching statistics may be found at CAUSEweb.org, including activities, applets, and detailed lesson plans for particular types of pedagogies (e.g, using simulation, creating and testing models, using cooperative learning).

Technology (L and E)
purposes and uses of software, issues with learning stat software; software specifically for learning; etc.

Teacher development (N)
teacher literacy

Classroom assessment
Assessment of student learning has been an ongoing topic of interest in statistics education, and the subject of two edited books (gal and Garfield, also  Bidgood and Jolliffe). There has long been interest in finding ways to incorporate authentic assessments, such as student project, into the teaching of statistics (Garfield article, project articles0. Some instructors have found ways to use writing assessment such as article critiques and journals to illuminate what students have learned and understand about statistics. While some items on probability and statistics may show up on national and international aseesments such as NAEP, TIMMS and PISA, there are few assessment available that focus exluxvelin on student learning outcomes in statistics.  Most notable is the Advanced Placement exam in staitsics, in use  since 1997 (?). Other instruments used primarily in research include the Statistical Reasoning Assessment (SRA, Garfield 2003), the CAOS test (delMas et all, 2007?), and the SATS (Schau). The AETIST website provides a wealth of information on assessment of statistical learning outcomes as well as an online data base of items (give link).

Research
Scholars have been studying the teaching and learning of statistics for several decades. Oringally the focus was how how and why people have difficulty reasoning under uncertainty (see Kahnemen and TverskY0. Current interest focuses on how to help students (at any level) develop the ability to think and reason statistically.  Major reviews of the research  have appeared in Research Handoboks (Shaugnessy, 1993, 200?), the Research Companion to the NCTM standards (Konoold chapter, Shaughnessy chapter) and in journals (Garfield and Ahlgren 1975, Garfield 1995, Garfield and Ben-Zvi 2008).  Research studies vary quite a bit depending on the discipline of the researchers (e.g., mathematics education, psychology, or   statistics), the methods used (qualitative, quantitative, mixed methods) and the  types of learners (e.g., school children, college students, adults). Collections of research studies  have appeared focused on school children (LaJoie,    on Thinking with Data (Lovett) on statistical Literacy, Reasoning and Thinking (ben Zvi and Garfield). Research has also been a them of IASE Roundtable conferences (e.g, Garfield and burrill, Gould) Articles on research in staittsics education have been published in a variety of journal across many disciplines, such as JRME, ESM, JSE, Teaching  Statistics, Teaching Psychology, Cognition and Instruction, and the American Statistics. In 2003 the IASE launched the first scholarly journal dedicated exlusviley to published research in statistics education, SERJ.

Despite the diverse topics of research, there have been a few focused areas that help provide insight to teachers of statistics. One of these areas is the development of big ideas in statistics and the ability to reason about these ideas (see SERJ issues on Distribution, Variability and ESM issue on Sampling). Another topic of interest as been the idea of informal inferential reasoning and hopw to help students both develop and build on this type of reasoning (see MTL issue, and Garfield and Ben Zvi, 2008). The Research Pages of CAUSEweb.org provide links to valuable resources such as a literature database, Frequently asked questions, Research methods, and a recently produced set of Research Priorities for Statsistics Education.

New Directions (J)
done

Professional community
Done