Components of Statistical Thinking and Implications for Instruction and Assessment

By B. Chance. 2002

305 citations recorded by the source corpus.

This paper focuses on a third arm of statistical development: statistical thinking. After surveying recent definitions of statistical thinking, implications for teaching beginning students (including non-majors) are discussed. Several suggestions are given for direct instruction aimed at developing “habits of mind” for statistical thinking in students. The paper concludes with suggestions for assessing students' ability to think statistically. While these suggestions are primarily aimed at non-majors, many statistics majors would also benefit from further development of these ideas in their undergraduate education.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6d04158d04a531681dbadb0d20394dcaf7c55823

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In Education

In Statistics and Probability

Citations in the corpus

Statistical Literacy, Reasoning, and Thinking: Goals, Definitions, and Challenges (2004, background): “For more discussion of these definitions and distinction, see papers by Chance (2002) , delMas (2002), Garfield (2002), Rumsey (2002), and Chapters 2 through 4 in this book.”
Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences (2010, background): “Furthermore, several researchers and educators have noted that statistical knowledge appears to necessitate rules and ideas that to many are counterintuitive, and therefore difficult to understand (Broers, 2001; Garfield, 1995; Tversky & Kahneman, 1974; Wild & Pfannkuch, 1999).”
Research on Statistical Literacy, Reasoning, and Thinking: Issues, Challenges, and Implications (2004, background): “A more recent group of researchers is emerging from the growing number of statisticians who are focusing their scholarship on educational issues (e.g., Chance, 2002; Lee, Zeleke, & Wachtel, 2002; Wild, Triggs, & Pfannkuch, 1997).”
TOWARDS AN UNDERSTANDING OF STATISTICAL THINKING (2004, background): “... first challenge for educators is to raise awareness about the characteristics of statistical thinking, to reach a common consensus on their understanding of it, and to develop a common language to describe and communicate it. The second challenge is to recognize statistical thinking in a variety”
Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report 2016 (2016, background): “As we think about engaging students in the investigative process, we hope to create mental habits such as the six mental habits described by Chance (2002): 1.”
How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “…random phenomena, understanding how data are produced to estimate probabilities, recognizing how, when, and why existing inferential tools can be used, and being able to understand and utilize the context of a problem to plan and evaluate investigations and to draw conclusions (Chance, 2002).”