First courses in statistical science: The status of educational reform efforts

Joan Garfield; Bob Hogg; Candace Schau; Dex Whittinghill

doi:10.1080/10691898.2002.11910665

First courses in statistical science: The status of educational reform efforts

Joan Garfield, Bob Hogg, Candace Schau, Dex Whittinghill

Research output: Contribution to journal › Article › peer-review

86 Scopus citations

Abstract

Over the past twenty years much has been written about the introductory or service course in statistics. Historically, this course has been viewed as difficult and unpleasant by many students and frustrating and unrewarding to teach by many instructors. Dissatisfactions with the introductory course have led people to suggest new models for the course, to lead workshops to reexamine this course (Hogg 1992), and to offer recommendations for how the course should be changed (Cobb 1992). This paper presents the results of a survey of teachers of the first statistics course, to determine the impact of reform efforts on the teaching of statistics. Suggestions and guidelines for teaching these courses are offered, based on the results of the survey.

Original language	English (US)
Journal	Journal of Statistics Education
Volume	10
Issue number	2
DOIs	https://doi.org/10.1080/10691898.2002.11910665
State	Published - Jul 2002
Externally published	Yes

Keywords

Introductory statistics
Undergraduate Statistics Education Initiative (USEI)

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access

10.1080/10691898.2002.11910665

OpenUrl availability

Full text

Cite this

@article{4d6046d9e2fc43cb8fa110e0527a047c,

title = "First courses in statistical science: The status of educational reform efforts",

abstract = "Over the past twenty years much has been written about the introductory or service course in statistics. Historically, this course has been viewed as difficult and unpleasant by many students and frustrating and unrewarding to teach by many instructors. Dissatisfactions with the introductory course have led people to suggest new models for the course, to lead workshops to reexamine this course (Hogg 1992), and to offer recommendations for how the course should be changed (Cobb 1992). This paper presents the results of a survey of teachers of the first statistics course, to determine the impact of reform efforts on the teaching of statistics. Suggestions and guidelines for teaching these courses are offered, based on the results of the survey.",

keywords = "Introductory statistics, Undergraduate Statistics Education Initiative (USEI)",

author = "Joan Garfield and Bob Hogg and Candace Schau and Dex Whittinghill",

year = "2002",

month = jul,

doi = "10.1080/10691898.2002.11910665",

language = "English (US)",

volume = "10",

journal = "Journal of Statistics Education",

issn = "1069-1898",

publisher = "American Statistical Association",

number = "2",

}

TY - JOUR

T1 - First courses in statistical science

T2 - The status of educational reform efforts

AU - Garfield, Joan

AU - Hogg, Bob

AU - Schau, Candace

AU - Whittinghill, Dex

PY - 2002/7

Y1 - 2002/7

N2 - Over the past twenty years much has been written about the introductory or service course in statistics. Historically, this course has been viewed as difficult and unpleasant by many students and frustrating and unrewarding to teach by many instructors. Dissatisfactions with the introductory course have led people to suggest new models for the course, to lead workshops to reexamine this course (Hogg 1992), and to offer recommendations for how the course should be changed (Cobb 1992). This paper presents the results of a survey of teachers of the first statistics course, to determine the impact of reform efforts on the teaching of statistics. Suggestions and guidelines for teaching these courses are offered, based on the results of the survey.

AB - Over the past twenty years much has been written about the introductory or service course in statistics. Historically, this course has been viewed as difficult and unpleasant by many students and frustrating and unrewarding to teach by many instructors. Dissatisfactions with the introductory course have led people to suggest new models for the course, to lead workshops to reexamine this course (Hogg 1992), and to offer recommendations for how the course should be changed (Cobb 1992). This paper presents the results of a survey of teachers of the first statistics course, to determine the impact of reform efforts on the teaching of statistics. Suggestions and guidelines for teaching these courses are offered, based on the results of the survey.

KW - Introductory statistics

KW - Undergraduate Statistics Education Initiative (USEI)

UR - http://www.scopus.com/inward/record.url?scp=0038697056&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0038697056&partnerID=8YFLogxK

U2 - 10.1080/10691898.2002.11910665

DO - 10.1080/10691898.2002.11910665

M3 - Article

AN - SCOPUS:0038697056

SN - 1069-1898

VL - 10

JO - Journal of Statistics Education

JF - Journal of Statistics Education

IS - 2

ER -

First courses in statistical science: The status of educational reform efforts

Abstract

Keywords

UN SDGs

Access

OpenUrl availability

Other files and links

Fingerprint

Cite this