Reform-Oriented Teaching of Introductory Statistics in the Health, Social and Behavioral Sciences – Historical Context and Rationale
There is widespread emphasis on reform in the teaching of introductory statistics at the college level. Underpinning this reform is a consensus among educators and practitioners that traditional curricular materials and pedagogical strategies have not been effective in promoting statistical literacy, a competency that is becoming increasingly necessary for effective decision-making and evidence-based practice. This paper explains the historical context of, and rationale for reform-oriented teaching of introductory statistics (at the college level) in the health, social and behavioral sciences (evidence-based disciplines). A firm understanding and appreciation of the basis for change in pedagogical approach is important, in order to facilitate commitment to reform, consensus building on appropriate strategies, and adoption and maintenance of best practices. In essence, reform-oriented pedagogy, in this context, is a function of the interaction among content, pedagogy, technology, and assessment. The challenge is to create an appropriate balance among these domains.
[1] delmas, R., Garfield, J., Ooms, A., & Chance, B. (2006). Assessing
Students- Conceptual Understanding After a First Course in Statistics.
Paper presented at the Annual Meeting of The American Educational
Research Association (AERA) San Francisco, CA.
[2] Garfield, J., Hogg, B., Schau, C., & Whittinghill, D. (2002). First
Courses in Statistical Science: The Status of Educational Reform Efforts.
Journal of Statistics Education [Online], 10(2).
[3] Cobb, G. W. (1992). Teaching statistics. In L. Steen (Ed.), Heeding the
call for change: Suggestions for curricular action, MAA Notes, No. 22,
3-43.
[4] Mills, J.D. (2002), Using Computer Simulation Methods to Teach
Statistics: A Review of the Literature. Journal of Statistics Education
[Online], 10(1).
[5] Moore, D. (1997). New pedagogy and new content: the case of statistics.
International Statistical Review, 65(2), 123-165.
[6] Batanero, C., Godino, J. D., Vallecillos, A., Green, D. R., and Holmes,
P. (1994). Errors and difficulties in understanding elementary statistical
concepts. International Journal of Mathematical Education in Science
and Technology, 25(4), 527-547.
[7] Wild, C., Triggs, C., & Pfannkuch M. (1997). Assessment on a Budget:
Using Traditional Methods Imaginatively. In I. Gal & J. B. Garfield
(Eds.), The Assessment Challenge in Statistics Education. Netherlands:
IOS Press.
[8] Ottaviani, M-G. (1998). Developments and Perspectives in Statistical
Education. Proceedings of the Joint IASS/IAOS Conference: Statistics
for Economic and Social Development, Mexico.
[9] Fisher, N.I., & Lee, J.J. (2005): The Vital Role of Statistical Science in
Assuring National Prosperity. Internat. Statist. Rev., Volume 73,
Number 2, p.153.
[10] Pakenham-Walsh, N. (2002). Local capacities to create and adapt
information for health care workers in developing countries: An
information explosion - with little impact? Bulletin von Medicus
Mundi Schweiz, Nr. 85.
[11] Belar, C. (2003). Training for evidence-based practice. APA Monitor on
Psychology, Volume 34, No. 5, p56.
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158(3), 1-16.
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Lehmann, R. Link, R. Pieters, & G. Rising (Eds.), Statistics: a Guide to
the Unknown, (Third ed., pp. ix-x). Pacific Grove, C. A.: Wadsworth &
Brooks/Cole Advanced Books & Software.
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Statistics Courses. In F. and S. Gordon (Eds.), Statistics for the Twenty-
First Century (MAA Notes No. 26), pp. 109-121. Washington, DC:
Mathematical Association of America.
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Statistics Education. Invited paper at CLATSE4 (IV Congreso
Latinoamericano De Sociedades de Estadistica), Argentina.
[16] Vere-Jones, D. (1995). The coming of age of statistical education.
International Statistical Review, 63 (1), 3-23.
[17] Cobb, G.W. (1993). Reconsidering Statistics Education: A National
Science Foundation Conference. Journal of Statistics Education, v.1, No.
1.
[18] Franklin, C., & Garfield, J. (2006). Guidelines for Statistics Education
Endorsed by ASA Board of Directors. Amstat News (Education), Issue
No. 348.
[19] Garfield, J., Hogg, B., Schau, C., & Whittinghill, D. (2002). First
Courses in Statistical Science: The Status of Educational Reform Efforts.
Journal of Statistics Education (Online), 10(2).
[20] Franklin, C., & Garfield, J. (2006). Guidelines for Statistics Education
Endorsed by ASA Board of Directors. Amstat News (Education), Issue
No. 348.
[21] Cox, D. (2004). ISI honorary member interview. ISI Newsletter, 28(1),
9-10.
[22] Cobb, G. W. (1992). Teaching statistics. In L. Steen (Ed.), Heeding the
call for change: Suggestions for curricular action, MAA Notes, No. 22,
3-43.
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(Ed.), Heeding the call for change: Suggestions for Curricular Action
(MAA Notes No. 22, pp. 34-43). Washington: Mathematical Association
of America.
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Their Teaching to Others? (Editor's Invited Column). The American
Statistician, 44, 265-266.
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learning statistics: Towards an assessment framework. Journal of
Statistics Education, 2(2).
[27] Garfield, J., & Ahlgren, A.(1988). Difficulties in Learning Basic
Concepts in Probability and Statistics: Implications for Research.
Journal for Research in Mathematics Education, 1988, Vol 19, No 1, 44-
63.
[28] Perney, J., & Ravid, R. (1991). The Relationship Between Attitudes
Towards Statistics, Math Self-Concept, Test Anxiety and Graduate
Students' Achievement in an Introductory Statistics Course. Unpublished
manuscript, National College of Education, Evanston, IL.
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International Statistical Review, 65(2), 123-165
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Implications for Instruction and Assessment. Journal of Statistics
Education (Online), 10(3).
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Journal of Statistics Education, Volume 10, Number 3.
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with Frederick Mosteller. Journal of Statistics Education, v.1, n.1.
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Their Teaching to Others? (Editor's Invited Column). The American
Statistician, 44, 265-266.
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International Statistical Review, 65(2), 123-165.
[35] Moore. D. S. (2005). Quality and Relevance in the First Statistics
Course: International Statistical Review, Vol. 73, Issue 2, p. 205.
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discussion). The College Mathematics Journal, 19, 3-35.
[37] Macnaughton, D. (1996). The Introductory Statistics Course: A New
Approach. MathStat Research Consulting, Inc. Retrieved from:
http://www.matstat.com/teach/p0000.htm.
[38] Moore, D. (1997). New pedagogy and new content: the case of statistics.
International Statistical Review, 65(2), 123-165.
[39] Chance, B. L. (2002). Components of Statistical Thinking and
Implications for Instruction and Assessment. Journal of Statistics
Education (Online), 10(3).
[40] Garfield, J. (2002). The challenge of developing statistical reasoning.
Journal of Statistics Education, Volume 10, Number 3.
[41] Erickson, H. L. (2001). Stirring the head, heart and soul: Redefining
curriculum and instruction (2nd ed.). Thousand Oaks, CA: Corwin Press,
Inc.
[42] Rumsey, D. J. (2002). Statistical literacy as a goal for introductory
statistics courses. Journal of Statistics Education, 10(3).
[43] Gal, I. (2000). Statistical literacy: Conceptual and instructional issues. In
D. Coben, J. O-Donoghue & G. E. Fitzsimons (Eds.), Perspectives on
adults learning mathematics (pp. 135-150). Boston: Kluwer Academic
Publishers.
[44] Garfield, J. (1999). Thinking about statistical reasoning, thinking and
literacy. Paper presented at First Annual Roundtable on Statistical
Thinking, Reasoning and Literacy (STRL-1).
[45] Moore, D. S. (1990). Uncertainty. In L. A. Steen (Ed.), On the shoulders
of giants: New Approaches to numeracy (pp. 95-137). Washington, DC:
National Academy Press.
[46] Chance, B. L. (2002). Components of Statistical Thinking and
Implications for Instruction and Assessment. Journal of Statistics
Education [Online], 10(3).
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F. Gordon and S. Gordon (Eds.), Statistics for the Twenty-First Century.
Washington DC: The Mathematical Association of America. MAA
Notes No. 26, pp. 37-44.
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Needed. The American Statistician, 45, 4, 342-343.
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Needed. The American Statistician, 45, 4, 342-343.
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Learning. Journal of Statistics Education (Online), 1(1).
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Introductory Statistics Courses from a Conceptual, Active Learning
Viewpoint. Journal of Statistics Education v.3, n.3 (1995).
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Perspectives on Mathematical Development. Educational Researcher,
23, 13-20.
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role of computer simulations in developing understanding of sampling
distributions. Paper presented at the AERA Annual Meeting.
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Janvier (Ed.), Problems of representation in the teaching and learning of
mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates, 3-17.
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Science Teaching, 23(6), pp. 210-212.
[56] Skinner, B. F. (1974). About behaviorism. New York: Knopf.
[57] Askew, M., Rhodes, V., Brown, M., William, D. & Johnson, D. (1997)
Effective Teachers of Numeracy. Report of a Study Carried Out for the
Teacher Training Agency. London: King-s College London, School of
Education.
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psychology: A survey of Canadian institutions. Canadian Psychology,
41, 149-151.
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Teaching. American Mathematics Monthly, Nov, 801-823.
[60] Giesbrecht, N. (1996). Strategies for Developing and Delivering
Effective Introductory Level Statistics and Methodology Courses. ERIC
Document Reproduction Service, No. 393-668, Alberta. BC.
[61] Buche, D. D., and Glover, J. A. (1988), Teaching Students to Review
Research as an Aid for Problem-Solving, in Handbook For Teaching
Statistics and Research Methods, Hillsdale, NJ: Lawrence Erlbaum
Associates, 126-129.
[62] Albert, J. (200). Using a Sample Survey Project to Assess the Teaching
of Statistical Inference. Journal of Statistics Education v.8, n.1.
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Sciences, Online Catalog. Retrieved from: http://www.mcp.edu.
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Research as an Aid for Problem-Solving, in Handbook For Teaching
Statistics and Research Methods, Hillsdale, NJ: Lawrence Erlbaum
Associates, 126-129.
[65] Belar, C. (2003). Training for evidence-based practice. APA Monitor on
Psychology, Volume 34, No. 5., p56.
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Courses in Statistical Science: The Status of Educational Reform Efforts.
Journal of Statistics Education (Online), 10(2).
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International Statistical Review, 65(2), 123-165.
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[1] delmas, R., Garfield, J., Ooms, A., & Chance, B. (2006). Assessing
Students- Conceptual Understanding After a First Course in Statistics.
Paper presented at the Annual Meeting of The American Educational
Research Association (AERA) San Francisco, CA.
[2] Garfield, J., Hogg, B., Schau, C., & Whittinghill, D. (2002). First
Courses in Statistical Science: The Status of Educational Reform Efforts.
Journal of Statistics Education [Online], 10(2).
[3] Cobb, G. W. (1992). Teaching statistics. In L. Steen (Ed.), Heeding the
call for change: Suggestions for curricular action, MAA Notes, No. 22,
3-43.
[4] Mills, J.D. (2002), Using Computer Simulation Methods to Teach
Statistics: A Review of the Literature. Journal of Statistics Education
[Online], 10(1).
[5] Moore, D. (1997). New pedagogy and new content: the case of statistics.
International Statistical Review, 65(2), 123-165.
[6] Batanero, C., Godino, J. D., Vallecillos, A., Green, D. R., and Holmes,
P. (1994). Errors and difficulties in understanding elementary statistical
concepts. International Journal of Mathematical Education in Science
and Technology, 25(4), 527-547.
[7] Wild, C., Triggs, C., & Pfannkuch M. (1997). Assessment on a Budget:
Using Traditional Methods Imaginatively. In I. Gal & J. B. Garfield
(Eds.), The Assessment Challenge in Statistics Education. Netherlands:
IOS Press.
[8] Ottaviani, M-G. (1998). Developments and Perspectives in Statistical
Education. Proceedings of the Joint IASS/IAOS Conference: Statistics
for Economic and Social Development, Mexico.
[9] Fisher, N.I., & Lee, J.J. (2005): The Vital Role of Statistical Science in
Assuring National Prosperity. Internat. Statist. Rev., Volume 73,
Number 2, p.153.
[10] Pakenham-Walsh, N. (2002). Local capacities to create and adapt
information for health care workers in developing countries: An
information explosion - with little impact? Bulletin von Medicus
Mundi Schweiz, Nr. 85.
[11] Belar, C. (2003). Training for evidence-based practice. APA Monitor on
Psychology, Volume 34, No. 5, p56.
[12] Bartholomew, D. J. (1995). What is Statistics? J. Roy. Stat. Soc. A,
158(3), 1-16.
[13] Mosteller, F. (1989). Foreword. In J. Tanur, F. Mosteller, W. Kruskal, E.
Lehmann, R. Link, R. Pieters, & G. Rising (Eds.), Statistics: a Guide to
the Unknown, (Third ed., pp. ix-x). Pacific Grove, C. A.: Wadsworth &
Brooks/Cole Advanced Books & Software.
[14] Roberts, H. V. (1992). Student-Conducted Projects in Introductory
Statistics Courses. In F. and S. Gordon (Eds.), Statistics for the Twenty-
First Century (MAA Notes No. 26), pp. 109-121. Washington, DC:
Mathematical Association of America.
[15] Ottaviani, M-G.(1999). A Note on Developments and Perspectives in
Statistics Education. Invited paper at CLATSE4 (IV Congreso
Latinoamericano De Sociedades de Estadistica), Argentina.
[16] Vere-Jones, D. (1995). The coming of age of statistical education.
International Statistical Review, 63 (1), 3-23.
[17] Cobb, G.W. (1993). Reconsidering Statistics Education: A National
Science Foundation Conference. Journal of Statistics Education, v.1, No.
1.
[18] Franklin, C., & Garfield, J. (2006). Guidelines for Statistics Education
Endorsed by ASA Board of Directors. Amstat News (Education), Issue
No. 348.
[19] Garfield, J., Hogg, B., Schau, C., & Whittinghill, D. (2002). First
Courses in Statistical Science: The Status of Educational Reform Efforts.
Journal of Statistics Education (Online), 10(2).
[20] Franklin, C., & Garfield, J. (2006). Guidelines for Statistics Education
Endorsed by ASA Board of Directors. Amstat News (Education), Issue
No. 348.
[21] Cox, D. (2004). ISI honorary member interview. ISI Newsletter, 28(1),
9-10.
[22] Cobb, G. W. (1992). Teaching statistics. In L. Steen (Ed.), Heeding the
call for change: Suggestions for curricular action, MAA Notes, No. 22,
3-43.
[23] Hogg, R. (1992). Report of workshop on statistics education. In L. Steen
(Ed.), Heeding the call for change: Suggestions for Curricular Action
(MAA Notes No. 22, pp. 34-43). Washington: Mathematical Association
of America.
[24] Moore, D. S. (1993). A Generation of Statistics Education: An Interview
with Frederick Mosteller. Journal of Statistics Education, v.1, n.1.
[25] Dallal, G.E. (1990). Statistical Computing Packages: Dare We Abandon
Their Teaching to Others? (Editor's Invited Column). The American
Statistician, 44, 265-266.
[26] Gal, I. and Ginsburg, L. (1994). The role of beliefs and attitudes in
learning statistics: Towards an assessment framework. Journal of
Statistics Education, 2(2).
[27] Garfield, J., & Ahlgren, A.(1988). Difficulties in Learning Basic
Concepts in Probability and Statistics: Implications for Research.
Journal for Research in Mathematics Education, 1988, Vol 19, No 1, 44-
63.
[28] Perney, J., & Ravid, R. (1991). The Relationship Between Attitudes
Towards Statistics, Math Self-Concept, Test Anxiety and Graduate
Students' Achievement in an Introductory Statistics Course. Unpublished
manuscript, National College of Education, Evanston, IL.
[29] Moore, D. (1997). New pedagogy and new content: the case of statistics.
International Statistical Review, 65(2), 123-165
[30] Chance, B. L. (2002). Components of Statistical Thinking and
Implications for Instruction and Assessment. Journal of Statistics
Education (Online), 10(3).
[31] Garfield, J. (2002). The challenge of developing statistical reasoning.
Journal of Statistics Education, Volume 10, Number 3.
[32] Moore, D. S. (1993). A Generation of Statistics Education: An Interview
with Frederick Mosteller. Journal of Statistics Education, v.1, n.1.
[33] Dallal, G.E. (1990). Statistical Computing Packages: Dare We Abandon
Their Teaching to Others? (Editor's Invited Column). The American
Statistician, 44, 265-266.
[34] Moore, D. (1997). New pedagogy and new content: the case of statistics.
International Statistical Review, 65(2), 123-165.
[35] Moore. D. S. (2005). Quality and Relevance in the First Statistics
Course: International Statistical Review, Vol. 73, Issue 2, p. 205.
[36] Moore, D.S. (1988). Should Mathematicians Teach Statistics? (with
discussion). The College Mathematics Journal, 19, 3-35.
[37] Macnaughton, D. (1996). The Introductory Statistics Course: A New
Approach. MathStat Research Consulting, Inc. Retrieved from:
http://www.matstat.com/teach/p0000.htm.
[38] Moore, D. (1997). New pedagogy and new content: the case of statistics.
International Statistical Review, 65(2), 123-165.
[39] Chance, B. L. (2002). Components of Statistical Thinking and
Implications for Instruction and Assessment. Journal of Statistics
Education (Online), 10(3).
[40] Garfield, J. (2002). The challenge of developing statistical reasoning.
Journal of Statistics Education, Volume 10, Number 3.
[41] Erickson, H. L. (2001). Stirring the head, heart and soul: Redefining
curriculum and instruction (2nd ed.). Thousand Oaks, CA: Corwin Press,
Inc.
[42] Rumsey, D. J. (2002). Statistical literacy as a goal for introductory
statistics courses. Journal of Statistics Education, 10(3).
[43] Gal, I. (2000). Statistical literacy: Conceptual and instructional issues. In
D. Coben, J. O-Donoghue & G. E. Fitzsimons (Eds.), Perspectives on
adults learning mathematics (pp. 135-150). Boston: Kluwer Academic
Publishers.
[44] Garfield, J. (1999). Thinking about statistical reasoning, thinking and
literacy. Paper presented at First Annual Roundtable on Statistical
Thinking, Reasoning and Literacy (STRL-1).
[45] Moore, D. S. (1990). Uncertainty. In L. A. Steen (Ed.), On the shoulders
of giants: New Approaches to numeracy (pp. 95-137). Washington, DC:
National Academy Press.
[46] Chance, B. L. (2002). Components of Statistical Thinking and
Implications for Instruction and Assessment. Journal of Statistics
Education [Online], 10(3).
[47] Iversen, G.R. (1992). Mathematics and statistics: An uneasy marriage. In
F. Gordon and S. Gordon (Eds.), Statistics for the Twenty-First Century.
Washington DC: The Mathematical Association of America. MAA
Notes No. 26, pp. 37-44.
[48] Hogg, R. (1991). Statistical Education: Improvements Are Badly
Needed. The American Statistician, 45, 4, 342-343.
[49] Hogg, R. (1991). Statistical Education: Improvements Are Badly
Needed. The American Statistician, 45, 4, 342-343.
[50] Garfield, J. (1993). Teaching Statistics Using Small-Group Cooperative
Learning. Journal of Statistics Education (Online), 1(1).
[51] Steinhorst, R. K., & Keeler, C. M. (1995). Developing Material for
Introductory Statistics Courses from a Conceptual, Active Learning
Viewpoint. Journal of Statistics Education v.3, n.3 (1995).
[52] Cobb, P. (1994). Where is the Mind? Constructivist and Sociocultural
Perspectives on Mathematical Development. Educational Researcher,
23, 13-20.
[53] delMas, R. C., Garfiled, J. B., & Chance, B. L., (1998). Exploring the
role of computer simulations in developing understanding of sampling
distributions. Paper presented at the AERA Annual Meeting.
[54] Von Glasersfeld, E. (1987). Learning as a constructive activity. In C.
Janvier (Ed.), Problems of representation in the teaching and learning of
mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates, 3-17.
[55] Caprio, M. (1994). Easing into constructivism. Journal of College
Science Teaching, 23(6), pp. 210-212.
[56] Skinner, B. F. (1974). About behaviorism. New York: Knopf.
[57] Askew, M., Rhodes, V., Brown, M., William, D. & Johnson, D. (1997)
Effective Teachers of Numeracy. Report of a Study Carried Out for the
Teacher Training Agency. London: King-s College London, School of
Education.
[58] Alder, A.G., & Vollick, D. (2000). Undergraduate statistics in
psychology: A survey of Canadian institutions. Canadian Psychology,
41, 149-151.
[59] Cobb, G. E., & Moore, D. S. (1997). Mathematics, Statistics and
Teaching. American Mathematics Monthly, Nov, 801-823.
[60] Giesbrecht, N. (1996). Strategies for Developing and Delivering
Effective Introductory Level Statistics and Methodology Courses. ERIC
Document Reproduction Service, No. 393-668, Alberta. BC.
[61] Buche, D. D., and Glover, J. A. (1988), Teaching Students to Review
Research as an Aid for Problem-Solving, in Handbook For Teaching
Statistics and Research Methods, Hillsdale, NJ: Lawrence Erlbaum
Associates, 126-129.
[62] Albert, J. (200). Using a Sample Survey Project to Assess the Teaching
of Statistical Inference. Journal of Statistics Education v.8, n.1.
[63] MCPHS (2004). Massachusetts College of Pharmacy and Health
Sciences, Online Catalog. Retrieved from: http://www.mcp.edu.
[64] Buche, D. D., and Glover, J. A. (1988), Teaching Students to Review
Research as an Aid for Problem-Solving, in Handbook For Teaching
Statistics and Research Methods, Hillsdale, NJ: Lawrence Erlbaum
Associates, 126-129.
[65] Belar, C. (2003). Training for evidence-based practice. APA Monitor on
Psychology, Volume 34, No. 5., p56.
[66] Garfield, J., Hogg, B., Schau, C., & Whittinghill, D. (2002). First
Courses in Statistical Science: The Status of Educational Reform Efforts.
Journal of Statistics Education (Online), 10(2).
[67] Moore, D.S. (1988). Should Mathematicians Teach Statistics? (with
discussion). The College Mathematics Journal, 19, 3-35.
[68] Boyer Commission on Educating Undergraduates in the Research
University (1998).Reinventing Undergraduate Education: A Blueprint
for America's Research Universities.
[69] Aukstakalnis, S., & Mott, W. (1996). Transforming Teaching and
Learning through Visualization. Syllabus, 9, no. 6, 14-16.
[70] Batanero, C., Godino J. D., Steiner, H. G., & Wenzelburger, E. (1994).
The training of researchers in mathematics education: Results from an
international study. Educational Studies in Mathematics, 26, 95-102.
[71] Moore, D. (1997). New pedagogy and new content: the case of statistics.
International Statistical Review, 65(2), 123-165.
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@article{"International Journal of Business, Human and Social Sciences:64839", author = "Rossi A. Hassad", title = "Reform-Oriented Teaching of Introductory Statistics in the Health, Social and Behavioral Sciences – Historical Context and Rationale", abstract = "There is widespread emphasis on reform in the teaching of introductory statistics at the college level. Underpinning this reform is a consensus among educators and practitioners that traditional curricular materials and pedagogical strategies have not been effective in promoting statistical literacy, a competency that is becoming increasingly necessary for effective decision-making and evidence-based practice. This paper explains the historical context of, and rationale for reform-oriented teaching of introductory statistics (at the college level) in the health, social and behavioral sciences (evidence-based disciplines). A firm understanding and appreciation of the basis for change in pedagogical approach is important, in order to facilitate commitment to reform, consensus building on appropriate strategies, and adoption and maintenance of best practices. In essence, reform-oriented pedagogy, in this context, is a function of the interaction among content, pedagogy, technology, and assessment. The challenge is to create an appropriate balance among these domains.
", keywords = "Reform-oriented, reform, introductory statistics,health, behavioral sciences, evidence-based, psychology, teaching,learning.", volume = "2", number = "4", pages = "430-6", }
