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ICOTS 9 2014
ICOTS9 website➶ (for conference themes, program, sponsors, host, etc.) Flagstaff, Arizona, United States of America
Plenaries
Excellence Awards for Early Career Papers
Winners
“Highly commended” papers
Topic 1: Sustaining strengths and building capacity in statistics education
Building the capacity of mathematics and science teachers to teach statistics
Statistics education outreach across the globe
Building the capacity to teach and understand statistics in emerging economies
Building capacity in Statistics majors
The importance of attitudes in statistics education: sustaining learning processes and outcomes
Topic 2: Statistics education at school level
Early years statistics education: ages 4 - 8
Middle school statistics education: ages 8 - 13
Secondary school statistics education: ages 13 +
Statistical education at the Secondary/Higher Education interface
Using technology at school level to enhance statistical understanding
Innovative approaches to improve pedagogical content knowledge at the school level
Linking research and practice in teaching and learning statistics at the school level
Topic 3: Education and development of staff who teach statistics
Statistics instructors’ content knowledge
Statistics instructors’ knowledge of students’ development of fundamental statistics concepts
Statistical instructors’ knowledge of assessing students’ learning of statistics
Statistics instructors’ use of technology for teaching statistics
Professional development of statistics instructors
- 3E1: Building the capacity of mathematics and science teachers to teach statistics : Katharine Richards, Neil Sheldon, Neville Davies
- 3E2: Project-SET materials for the teaching and learning of sampling variability and regression : Anna Bargagliotti, Celia Anderson, Stephanie Casey, Michelle Everson, Christine Franklin, Robert Gould, Randall Groth, John Haddock, Ann Watkins
- 3E3: Implementing GAISE recommendations through “doing statistics” tasks : Brandon Hanson, Jeremy Strayer, Katherine Mangione, Jessica Brown, Jeffrey Pair
Theory and practice of statistics: curriculum for statistics teachers
Topic 4: Statistics education at the post-secondary level
Randomisation and bootstrapping: the quick way to inference
- 4A1: Accepting the challenge: constructing a randomisation pathway for inference into our traditional introductory course : A Marie Fitch, Matt Regan
- 4A2: Using simulation/randomization to introduce p-value in week 1 : Soma Roy, Allan Rossman, Beth Chance, George Cobb, Jill VanderStoep, Nathan Tintle, Todd Swanson
- 4A3: Intuitive introduction to the important ideas of inference : Robin Lock, Patti Frazer Lock, Kari Lock Morgan, Eric Lock, Dennis Lock
Use of student response systems in teaching statistics at the university level
Rank-based inference, association measures and nonparametric statistics
Exchanging pedagogy between post-secondary and secondary school statistics courses
We know you need to know statistics, do you?
Opening up the data world wider and faster
Topic 5: Statistics education in the disciplines and the workplace
Evidence-based policy making
Evidence-based management
Development of statistical thinking in the workplace
Mentoring young statisticians in the workplace
Bridging the gap between current statistical practice in the workplace and modern statistics
In search of evidence: exploring the relationship between real workplace based data and statistics education
Topic 6: Innovation and reform in teaching probability within statistics
Bayesian inference (probability) goes to school: meanings, tasks and instructional challenges
Probability and p-values — probing the problems
Interdisciplinarity and innovation
Teaching probability to future teachers of mathematics and statistics
Modeling distributions to connect chance processes, data production, and data distributions
Teachers’ awareness of conceptual connections between probability and statistics
Topic 7: Statistical literacy in the wider society
Statistical literacy beyond the classroom
Statistical literacy requirements for teachers
Assessment of statistical literacy
Developing statistical literacy: Case studies and lessons learned
Factors that affect statistical literacy
Factors that affect statistical literacy II
Topic 8: Research in statistics education
Research on developing students’ reasoning using simulation methods for introductory statistical inference: Session I
Research on developing students’ reasoning using simulation methods for introductory statistical inference: Session 2
Research on developing students’ informal statistical inferential reasoning
Research on developing students’ statistical reasoning
Research on developing students’ probabilistic reasoning
Research on professional development of teachers in statistics
Theoretical frameworks in statistics education research
Research on risk literacy
Research on technology in statistics education
Topic 9: Technology in statistics education
The design of digital tools and technology-enhanced learning environments for teaching statistics
Modeling, randomization and simulation tools for connecting data and chance
The emerging concepts of “data science” and “big data” for educational purposes
E-learning, E-teaching and E-assessment in fully online, blended and open virtual web-based courses
Supporting teachers’ use of new statistics technology in their classrooms and development of their technological-pedagogical content knowledge
Technology for developing statistical thinking, reasoning, and literacy
Educational software for helping students learn statistics
Topic 10: Innovative collaboration in statistics education
Collaborations between Statistics agencies and academia (schools/universities/colleges)
Collaboration among countries
Research projects collaborations
Contributed papers
- C101: A graphical approach to examine inferential reasoning development : Sharon Lane-Getaz
- C102: How to organize effective and efficient group work in tutorials using indicator strips : Toni C. Stocker
- C104: The potential of a grounded theory approach to study teaching probability : Andreas Eckert
- C105: Distance education of teachers of statistics : Jeffrey Hovermill, Brian Beaudrie
- C107: Challenges in teaching medical statistics in developing country : Ashwani Kumar Mishra
- C108: The wonderful lamp of Aladdin? Project work in engineering courses : Maria Manuel da Silva Nascimento, José Alexandre dos Santos Vaz Martins, Assumpta Estrada
- C109: After statistics reform: should we still teach significance testing? : Tony Hak
- C111: Measuring the basics of probabilistic reasoning: the IRT-based construction of the probabilistic reasoning questionnaire : Caterina Primi, Kinga Morsanyi, Francesca Chiesi
- C116: A review of probability and statistics apps for mobile devices : Howard Edwards
- C117: Games as a locus of self-empowered collaborative learning : Shonda Kuiper, Rod Sturdivant
- C119: Fostering deep statistical learning using diversity content: the “statistics of sexual orientation” course : Michele DiPietro
- C120: Excel simulation as a tool in teaching sampling distributions in introductory statistics : Leslie Chandrakantha
- C121: Perceptions of undergraduate and executive students about the use of an exercise-based statistics website : André Samartini
- C122: Students’ understanding of confidence intervals : Robyn Reaburn
- C123: Learning statistics in the first grades : Susana Colaço
- C126: Restructuring of disciplines in statistics based on students’ evaluation in online education programs : Mauren Moreira Porciúncula da Silva, Suzi Samá Pinto
- C128: Introductory statistics students’ conceptual understanding of variation and measures of variation in a distribution : Rachel Chaphalkar, Cindy Leary
- C129: Exploration of problem solving processes of students with learning disabilities : Megan Mocko, Melissa Crow
- C130: Normal inverse function in teaching inference about population mean and population proportion : Xiaoyi Ji
- C131: Reduced major axis regression: teaching alternatives to least squares : William Harper
- C134: It is time to include data management in introductory statistics : Robert H Carver, Mia Stephens
- C135: Environmental interfaces in teaching statistics : Celso Ribeiro Campos, Otávio Roberto Jacobini, Maria Lúcia Lorenzetti Wodewotzki, Denise Helena Lombardo Ferreira
- C137: Teaching statistics in a crisis zone : Irene David, Hilary Seddon, Jenny Harlow, Jennifer Brown
- C139: Formative assessment and learning analytics in statistics education : Dirk Tempelaar
- C140: Quality engineering: an experience in teaching statistics for engineers : Adelmo Anselmo Martins, Elisa Henning, Marcelo Savio Ramos
- C141: Learning objects for teaching statistics in engineering courses : Elisa Henning, Luciane Mulazani dos Santos, Dátila Cristina Mondini
- C142: Students’ conceptions of average and standard deviation : Véronique Dubreil-Frémont, Christelle Chevallier-Gaté, Noëlle Zendrera
- C143: Meanings of probability in Spanish curriculum for primary school : Emilse Gómez-Torres, J Miguel Contreras
- C144: Development of integrated quantity judgments: means of distributions appear more different than they are : Franca Agnoli, Gianmarco Altoè, Tatiana Marci
- C145: Observations of implementations of an active learning module in introductory statistics : Jeremy Strayer, Nancy McCormick, Natasha Gerstenschlager, Lisa Green, Scott McDaniel, Ginger Holmes Rowell
- C146: Training prospective teachers for teaching of probability at secondary school in Colombia : Emilse Gómez-Torres
- C147: Examining Venezuelan secondary school mathematics teachers’ professional competencies to teach statistics: focusing on the instruction of descriptive statistics : Orlando González
- C148: Simulation illogic repaired : Patricia B. Humphrey
- C149: Preservice teachers’ awareness of variability : Edward Mooney, Dhimitraq Duni, Elisha VanMeenen, Cynthia Langrall
- C150: A glimpse of two year college instructors’ understanding of variation in histograms : Monica Dabos
- C151: Middle and high school teachers’ transformative learning of center : Susan Peters, Jonathan D. Watkins, Victoria Miller Bennett
- C155: Investigation about curricular orientations in teaching statistics in Brazil and Mexico : Hugo Hernandez, Verônica Yumi Kataoka, Claudia Borim da Silva, Irene Cazorla
- C157: An early start on inference : Edith Seier
- C158: Computer-aided graphics to teach eigenvalues and eigenvectors : Jaime Curts
- C159: Sustaining progress in statistics education in the United States through an analysis of the past 30 years of advancement : Katherine Halvorsen, John McKenzie, Jr.
- C160: Exam question evaluation with Item Response Theory : Evert Jan Bakker, Elisabeth Korendijk
- C162: Students’ social representation of statistics in the humanities and social sciences : Jean-Marie Marion, Alain Bihan-Poudec
- C163: Communication and collaboration in support of a significant mathematical learning : Joyce Furlan, Lia Marques Marocci
- C164: Teaching precursors to data science in introductory and second courses in statistics : Nicholas Horton, Ben Baumer, Hadley Wickham
- C167: Attending to students’ thinking on bivariate statistical data at secondary level: two teachers’ pedagogical content knowledge : Sandra Quintas, Rosa Tomás Ferreira, Hélia Oliveira
- C168: Teaching innovations in introductory statistics courses : Ramon Gomez
- C169: High school teachers’ statistical reasoning about comparison of distributions of data in a computer environment : Santiago Inzunsa, José A Juárez
- C171: The professional knowledge of German secondary school teachers about descriptive statistics : Stefanie Schumacher
- C172: Peer assessment as active learning method : Tatjana von Rosen
- C173: The use of web resources in statistics education : Svetlana Tishkovskaya, Gillian Lancaster
- C176: Teaching statistics concepts through stock market contexts : Larry Weldon
- C177: Rethinking the intersection of statistics education and social justice : Lisa Poling, Nirmala Naresh
- C178: On-line homework in probability and statistics: WeBWorK incorporating R : Davor Cubranic, Bruce Dunham, Djun Kim
- C182: How students relate residuals behavior with parameter significance tests in a linear model: A case of study in a higher education Mexican institution : José Luis Ángel Rodríguez Silva
- C183: Stat321, an on-line statistics textbook based on intuitive inferential reasoning : Nicolas Greliche
- C184: A case study of Cypriot primary school students’ use of a dynamic statistics software package for analyzing and interpreting data : Irene Kleanthous, Maria Meletiou-Mavrotheris
- C187: Fostering changes in confidence intervals interpretation : Luisa Andrade, Felipe Fernández, Ingrith Álvarez Alfonso
- C188: Individualised project assessments for statistics courses – the best of both worlds? : Robert Grant, Ahmed Younis
- C189: Statistics content and pedagogy in a course for pre-service secondary math teachers : Kady Schneiter
- C190: Teaching statistics with lectures or activities: a comparative study : Jennifer L Loveland, Kady Schneiter
- C191: Technology tools and success in statistics: interpreting the research : Jason Schenker, Shawn Fitzgerald, Jian Li, Emtiaz Rony
- C192: How is success in statistics moderated by instructional practices used at the university level: interpreting 30+ years of research on the topic : Hanna Wilson, Shawn Fitzgerald, Jian Li, Jason Schenker
- C195: Teaching undergraduates through statistical consulting : Hyun-Joo Kim, K Scott Alberts, Scott Thatcher
- C196: The status of reform in statistics education: A focus on the introductory course : Rossi Hassad
- C197: A 21st century teaching approach in statistics : Nelia S. Ereno, Allen F Vicente
- C198: Assessment of students’ knowledge and skills in learning statistics in the 21st Century : Allen F Vicente, Nelia S. Ereno, Liberty Grace Baay
- C199: Probability and statistics in access exams to Spanish universities : P. Díaz, V. Mier, P. Alonso, Luis J Rodríguez-Muñiz
- C200: Graduate teaching assistants’ beliefs, practices, and preparation for teaching introductory statistics : Nicola Parker, Elizabeth Fry, Joan Garfield, Andrew Zieffler
- C202: Introductory statistics instructors’ practices and beliefs regarding technology and pedagogy : Elizabeth Brondos Fry
- C203: A shiny new opportunity for big data in statistics education : Karsten Maurer
- C206: A graphical illustration of binomial distributions : Kang Sup Lee, Dong Joo Yang
- C208: The interactive submarine: using boxplots as a likelihood approach : Pedro Campos
- C209: Analysis of linear regression in Spanish baccalaureate textbooks : P. Díaz, Luis J Rodríguez-Muñiz
- C210: Just sum the marks: spurious wisdom : Timothy Dunne
- C212: An evaluation of the statistical methods used by business researchers in South African publications : Gary D Sharp, Warren J Brettenny, Chantelle M Clohessy, Catherine G Logie
- C213: Statistical consultation as part of statistics education : Lizelle Fletcher
- C214: The role of lecturers in students’ performance : Klára Kazár
- C215: Sustaining student engagement in a college statistics course through a reflective teaching model using youth statistics : Liza Lorena Jala, Enriqueta Reston
- C216: Teachers’ confidence in teaching statistical ideas : Rosemary Callingham, Jane M. Watson
- C217: The impact of an inverted traditional teaching model on first level statistics students : Fransonet Reyneke, Lizelle Fletcher
- C218: Istat’s new tools in teaching statistics to digital natives : Barbara Ascari, Marina Peci
- C219: Teaching NHST vs Bayesian inference in post-secondary technology programs : John H. Mott, Erin E. Bowen
- C220: Integrating learning technologies for applied statistics in distance education at the graduate level: challenges and strategies : Erin E. Bowen
- C223: What’s missing in teaching probability and statistics: building cognitive schema for understanding random phenomena : Sylvia Kuzmak
- C226: How I learned to stop worrying about it and just teach MBA 5800 (with apologies to Dr. Strangelove) : Alan S Chesen
- C227: Business management students’ attitude and performance in statistics learning in Nigeria Metropolitan College of Technology : Adeyemi D Aromolaran, Abiodun Karim, Emmanuel Ikegwu, Uneke Okoroafor, Yemisi Ajiboye
- C228: Confirmatory and exploratory factor analyses of students’ developmental levels in learning statistics : Rini Oktavia, M. Alejandra Sorto
- C229: Using Calibrated Peer Review™ in introductary statistics courses : Melissa Q Pittard, William S Rayens
- C232: Metonymy as a lens into student understanding of sampling distributions : Stacey Hancock, Jennifer Noll
- C234: IPUMS International: a data resource for statistics education : Patricia Kelly Hall, Lara Cleveland, Matthew Sobek
- C237: Teaching scientific integrity through statistics : Marijtje A.J. Van Duijn, Wendy J. Post
- C238: Teaching hypothesis testing: a necessary challenge : Wendy J. Post, Marijtje A.J. Van Duijn
- C240: Elements of variance analysis, evaluation of difficulties by questionnaire : Osmar D. Vera, Carmen Díaz Batanero
- C242: Developing conceptual understanding: the role of interactive dynamic technology : Gail Burrill
- C244: Invariance and descriptive statistics : Guido del Pino
- C248: Teaching box plots: An intervention using refutational text and multiple external representations : Stephanie Lem, Goya Kempen, Eva Ceulemans, Patrick Onghena, Lieven Verschaffel, Wim Van Dooren
- C249: Is an active learning space better than traditional classroom for learning experience in a first year statistics tutorial class? : Ayse Bilgin, Greg Robertson, David Bulger
- C251: Vergnaud's theory applied to basic school students’ statistical representations : Soledad Estrella, Arturo Mena
- C252: Examining graduate students’ prior mathematics/statistics experiences and their statistics self-perceptions: a third order structural model with latent variable analysis : Karen Larwin
- C254: Designing opportunities for students to reason about the relationship between sources and structures of data : Jennifer Nickell, Hollylynne S. Lee
- C256: Graphical statistics as an option for the improvement of learning in Psychology : Mirian Agus, Maribel Peró-Cebollero, Joan Guàrdia-Olmos, Maria Pietronilla Penna
- C257: Education statistics for professional specialization: use of knowledge at the workplace of postgraduate in statistics : José Paúl Carrasco Escobar
- C258: A comparison of outlier labeling criteria in univariate measurements : Menus Nkurunziza, Lea Vermeire
- C259: Statistical and mathematical self-efficacy of incoming students at a large public university : Ulrike Genschel, Andee Kaplan, Alicia Carriquiry, Elgin Johnston, Wolfgang Kliemann, Kenneth Koehler, Ian Mouzon, Hien Nguyen
- C260: Clickers for engagement in the large undergraduate statistics classroom: do clickers improve final grades? : Krista Wilde
- C261: Teaching statistics to non-statistics majors : Kolentino N. Mpeta, Diteboho Xaba, Ellen Materechera, Mamolahluwa Mokoena
- C262: Overview of prospective mathematics teachers’ probabilistic thinking : Amable Moreno, José María Cardeñoso
- C263: Real-time educational interpreting in statistics : Thomas L. Berning
- C264: The application of blended learning to large groups : Ivona E. Contardo-Berning
- C266: The garden sprinkler: an interactive web-based application for teaching design of experiments : Bart De Ketelaere, Karl Siebertz, David van Bebber, Koen Rutten
- C270: Using the SETS instruments to investigate sources of variation in levels of pre-service teacher efficacy to teach statistics : Leigh Harrell-Williams, M. Alejandra Sorto, Rebecca Pierce, Larry Lesser, Teri Jo Murphy
- C271: Graduate students’ learning experience : Josefina Almeda
- C273: Assessing dimensionality of the communication, language and statistics survey: a multi-group analysis with introductory statistics students near the US-Mexico border : Amy Wagler, Lawrence M. Lesser
- C274: Thinking out of the box in teaching statistics : Tim Low
- C275: Teaching statistics in a mathematics course in middle school: interdisciplinarity, really? : Annie Savard, Dominic Manuel
- C276: A view of statistics education research in Brazilian extreme south coast : Mauren Moreira Porciúncula da Silva, Daiane Lemos de Sá, Suzi Samá Pinto, Lidiane Santos de Freitas
- C277: Twitter as a learning tool in higher education : Juan M. López-Zafra, Sonia de Paz-Cobo
- C279: Students' inferential reasoning about sample size : Ethan Brown
- C283: Against All Odds: Inside Statistics : Marsha Davis
- C284: A suggested theoretical basis for teacher learning in statistics : Fayez Mourad Mina
- C286: Teaching statistics in the Arab countries: the ambitions and the needs : Hanan Innabi
- C287: Enhancing statistical literacy and thinking through analysis of scientific journal articles : Mahtash Esfandiari, Kekona Sorenson, Dave Zes, Kevin Nichols
- C289: Bridging the gap of manpower training for statistics education in Nigerian colleges of education: an empirical evaluation of some selected colleges in south-western Nigeria : Oluokun Kasali Agunloye
- C290: Teaching critical thinking through the introductory statistics class : Mark Ferris, Sherri Cheng, Frank Wang, Jessica Perolio
- C291: Disabilities people: Quotas Law which may exist behind the RAIS statistics and census of IBGE : Paulo Oliveira
Posters
- P1: Probability heuristics in year 10 students — a New Zealand study : Howard Edwards
- P2: A first course in data mining: sustaining statistical education in the modern business curriculum : Deborah Gougeon
- P3: Changing how we use statistical lexicon: To the hilt : Diane Fisher, Jennifer Kaplan, Neal Rogness
- P4: Predictors of postgraduate asmission and students’ learning experiences in the school of statistics : Josefina Almeda
- P5: The impact of clicker technology in a large introductory statistics class environment : Zeny F. Mateo, Wan-Chen Lee
- P6: Learning statistics in an undergraduate interdisciplinary research setting — the CRAWL experience : Edith Seier, Joyner, Moore, Jones, Joplin
- P7: Teaching the exact test for proportions : Edith Seier
- P8: Comics and cartoons: sustainability in statistics education : Liza Lorena Jala
- P9: Assessment of different methods of teaching school children mathematical operations of two four-digit numbers using one way multivariate analysis of variance : Umeh Edith Uzoma
- P10: The “lady” has a name: teaching history of statistics using Salsburg with corrections : Kirk Anderson, Phyllis Curtiss
- P11: Comparison of student flow in different colleges of Kuwait University using absorbing markov analysis : Shafiqah A. Al-Awadhi
- P12: The power and ease of examples and exercises using a multivariate least squares computer program : Richard Gorsuch
- P13: Investigation of AP statistics students’ understanding of technical terminology with possible lexical ambiguities : Douglas Whitaker, Tim Jacobbe, Steve Foti
- P14: Students’ understanding of randomization-based inference : Catherine Case, Melanie Battle, Tim Jacobbe
- P15: The interaction between government agencies and the university in statistics education : Adriana D’Amelio, Silvana Dea Labat
- P16: Quality engineering: an experience in teaching statistics for engineers : Elisa Henning, Adelmo Anselmo Martins, Marcelo Savio Ramos
- P17: Using hierarchical models in assessment of teaching methods: an initial illustration : Jillian Lyon, Ulrike Genschel, Mark Kaiser
- P18: Teaching future high school teachers to teach statistics : Nancy Boynton
- P19: A proposal by ISTAT to support the teaching of statistics in primary school : Nadia Caporrella, Silvia Da Valle, Luciana Micucci, Susi Osti
- P20: Redesigning an undergraduate statistics course using a flipped classroom model : Kristin Harvey
- P22: A review of statistics education in KENYA : Beatrice Wanjiku Gichohi
- P23: Development of statistical literacy in undergraduate students : Diana Keosayian, Elizabeth Johnson
- P24: Teaching statistics - teaching maths An experimentation route : Gaetana Bartolomei, Ornella Giambalvo
- P25: Professional develpoment courses in statistical training institute : HyunSik Hwang, Kyung Ae Park
- P26: Evidence-based policy making and statistical education : Kyung Ae Park
- P27: A psychometric analysis of the goals and outcomes associated with learning statistics (GOALS) instrument : Anelise Sabbag, Andrew Zieffler
- P28: Students in need of an attitude adjustment? : April Kerby, Jacqueline Wroughton
- P29: Illustrating inference in an introductory statistics course using simulation : Jeff Kollath
- P30: Applying teaching for understanding in statistics : Teresita Evelina Terán, Diana Kohan
- P31: Epidemic: a computer based training environment for informal inferential reasoning : Joachim Engel, Tim Erickson
- P32: A case study of an elementary school student’s informal inferential reasoning in the paper helicopter experiment : Takashi Kawakami
- P33: Design of anticipatory tasks along a hypothetical learning trajectory for understanding probability distribution : Darcy Conant
- P34: Using actionable intelligence to enhance student success in introductory statistics courses : Brenda Gunderson, Karen Nielsen
- P35: On confidence intervals from permutation tests : Mara Tableman, Minh Nguyen, Michael Ernst
- P36: High school teachers’ conditional probability content knowledge : Adam Molnar
- P37: Attention to details: does it facilitate or impede learning : William Rybolt
- P38: Probability and statistics knowledge for teaching, in school teachers preparation in chilean universities : Eugenio Chandía, Anita Araneda
- P39: Assessment on the confidence levels of educators teaching statistics in South Africa : Desiree Timmet
- P40: Preliminary results of the effects and roles of fun in introductory statistics classes : Lawrence Lesser, Dennis Pearl, Reynaldo Reyes, John Weber
- P41: Two course-wide assessment tools for introductory statistics : Christopher E. Barat
- P42: Using R to create assessments for course management systems : Nichole Andrews, Bradford Dykes
- P43: Keeping the momentum: sustaining interest in statistics lectures for non-statisticians : Angela Wade, Eirini Koutoumanou, Vicki Aldridge
- P44: Advice for using faculty connections to create research opportunities for undergraduates : Ivan Ramler, Jessica Chapman
- P45: Towards a more conceptual way of understanding and implementing inferential rules : Johanna Hardin, Thalia Rodriguez
- P47: The challenges of implementing a randomization approach to introductory statistics in the high school setting : Brandon Hanson, Natasha Gerstenschlager
- P48: Exploring statistical literacy in Northeast China: finding a path from the classroom to the workplace : Robert Giebitz
- P49: Factors of sustainability in statistics education in Ukraine : Ruslan Motoryn, Motoryna Tetiana
- P50: On statistics education innovation from statistics development perpectives : Yu Zhu, Meng Wang
- P51: Education and training statistics in Russia : Olga Bashina, Pavel Smelov
- P52: Experience of carrying the National Statistical Olympiad in Russia : Pavel Smelov, Elena Egorova
- P53: Discovery projects in elementary statistics: curriculum materials and measurement of student outcomes : Dianna J. Spence, Gregg Velatini
- P54: Learning statistics based upon multiple theories of probability : Chong Ho Yu, Anna Yu
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