ZDM

, Volume 44, Issue 7, pp 883–898

Developing statistical modelers and thinkers in an introductory, tertiary-level statistics course

Authors

    • Department of Educational PsychologyUniversity of Minnesota 250 Education Sciences Bldg
  • Robert delMas
    • Department of Educational PsychologyUniversity of Minnesota 250 Education Sciences Bldg
  • Andrew Zieffler
    • Department of Educational PsychologyUniversity of Minnesota 250 Education Sciences Bldg
Original Article

DOI: 10.1007/s11858-012-0447-5

Cite this article as:
Garfield, J., delMas, R. & Zieffler, A. ZDM Mathematics Education (2012) 44: 883. doi:10.1007/s11858-012-0447-5

Abstract

While models are an important concept in statistics, few introductory statistics courses at the tertiary level put models at the core of the curriculum. This paper reports on a radically different approach to teaching statistics at the tertiary level, one that uses models and simulation as the organizing theme of the course. The focus on modeling and simulation—along with inference—was facilitated by having students use TinkerPlots™ software for all modeling and analysis. Results from a 3-month teaching experiment suggest that a course focused on modeling and simulation through randomization and resampling methods in which students learn to think using a powerful and conceptual modeling tool can foster ways of thinking statistically. Furthermore, such an approach seems to help students develop experiences with and appreciation for the science and practice of statistics.

Keywords

Statistics educationModelingSimulationRandom

Copyright information

© FIZ Karlsruhe 2012