Abstract
Being able to provide sound evidence-based arguments and critically evaluate data-based claims are important skills that all citizens should have. It is not surprising therefore that the study of statistics worldwide at all educational levels is gaining more attention. The study of statistics provides students with tools, ideas, and dispositions to react intelligently to information in the world around them. Reflecting this need to improve students’ ability to think statistically, statistical literacy and reasoning are becoming part of the mainstream school and university curricula in many countries. As a consequence, statistics education is becoming a thriving field of research and curricular development. This book reflects this trend by introducing cutting-edge research in statistics education done by scholars from 20 different countries across six continents. The studies in this book introduce and empirically tackle unique challenges—challenges that students face as they learn statistics, that teachers face as they teach students to understand and reason about data, and other important theoretical and techno-pedagogical challenges.
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Acknowledgments
We thank our collaborators Lisbeth Cordani (Brazil) and Arthur Bakker (Netherlands) for their support in reviewing and selecting the TSG-12 contributions. We also acknowledge TSG-12 local co-organizer Jangsun Paek and IPC Liaison Gail Burrill.
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Ben-Zvi, D., Makar, K. (2016). International Perspectives on the Teaching and Learning of Statistics. In: Ben-Zvi, D., Makar, K. (eds) The Teaching and Learning of Statistics. Springer, Cham. https://doi.org/10.1007/978-3-319-23470-0_1
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DOI: https://doi.org/10.1007/978-3-319-23470-0_1
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