Growing good practice in teaching statistical and data thinking

Helen MacGillivray AM (School of Mathematical Sciences, QUT)

Wednesday 2nd October 13:00-14:00 Maths 311B

Abstract

It is possible to find over 50 definitions or descriptions of “curriculum”, with a number also qualified by adjectives such as “coherent”, including vertical or horizontal alignment, and “explicit”, “implicit” or “hidden”. Curriculum includes content, content pedagogy, learning objectives, learning experiences, assessment, culture and management. A simple description is “the total learning experiences of the individual”. As university teachers, curriculum designers and leaders, we also constantly learn, and our learning is through observing, listening, reading, designing, evaluating, reflecting and collaboration. Ah-ha moments in this learning can be valuable and usually come from authentic listening to, and observing, students in action or in their writing.

Statisticians and statistics educators have advocated for decades that the teaching of statistics should embed statistical and data thinking, and reflect the practice of statistics. In this presentation, consideration is given to what is new, what is not, and the extent of implementation of such advocacy, with particular reference to the international scene and my 10 years as Editor of Teaching Statistics. There is increasing emphasis on collaboration being at the heart of good practice in statistics, and its role in transition to leadership. In discussing student collaboration in and for learning statistics, and staff collaboration across both vertical and horizontal alignments, the presentation also demonstrates that good teaching of statistical and data thinking is in itself good practice of statistics.

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