Random is the kind of word with different meanings in different contexts. Students are likely to use “random” as an adjective describing anything unexpected and surprising, but these usages are not mathematical. They do, however, provide an opportunity for teachers to discuss the differences between language used inside and outside of mathematics.
In this lesson, students will read about the Flint water crisis, examine data sets, do computations, create dot plots, and write a report tying it all together.
The ASA-NCTM Joint Committee on Curriculum in Statistics and Probability is excited to announce Catherine Case as the new editor for STEW.
Thoughtful statisticians know what far too many users of statistical methods do not, the big and open secret that hides in plain sight: Inference from data cannot be reduced to rules.
Statistics Teacher editors provide an overview of the three feature articles in this issue.
Quartiles are descriptive measures of location that can be introduced to students as early as primary school and are taught at the tertiary education level across the world. To successfully locate the quartiles of a univariate data set, basic counting and arithmetic are required.
Throughout the past 20 years, it has been largely accepted that statistics is not mathematics, albeit statistics makes use of mathematics. Both variability and context are intertwined and necessary for full engagement in statistical reasoning.
A roundup of statistics and education-related information and opportunities.
This activity, based on real meetings during the 1954 Salk polio vaccine study, asks students to decide on an experimental design to test the polio vaccine.
Introduce your K–12 students to statistics through the annual poster and project competitions directed by the ASA/NCTM Joint Committee on Curriculum in Statistics and Probability.
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