Mathematical literacy in statistics
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The previous chapter illustrated the need for careful consideration of learning content for a compact teaching-learning arrangement in statistics. A reevaluation of the general aims (why to learn) as well as more specific goals (what to learn) of a statistical education is in order. Other approaches to a normative framework for statistics education emphasize the differences between statistics and mathematics (Cobb & Moore, 1997; delMas, 2004) and draw on the practice of statisticians for providing aims and goals of statistics education (e.g. Pfannkuch & Wild, 1999; Makar & Rubin, 2009).
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