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New Pedagogy and New Content: The Case of Statistics
Author(s) -
Moore David S.
Publication year - 1997
Publication title -
international statistical review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.051
H-Index - 54
eISSN - 1751-5823
pISSN - 0306-7734
DOI - 10.1111/j.1751-5823.1997.tb00390.x
Subject(s) - statistics education , context (archaeology) , mathematics education , statistical inference , inference , content (measure theory) , content analysis , computer science , sociology , pedagogy , statistics , psychology , social science , mathematics , artificial intelligence , geography , mathematical analysis , archaeology
Summary Statistical education now takes place in a new social context. It is influenced by a movement to reform the teaching of the mathematical sciences in general. At the same time, the changing nature of our discipline demands revised content for introductory instruction, and technology strongly influences both what we teach and how we teach. The case for substantial change in statistics instruction is built on strong synergies between content, pedagogy, and technology. Statisticians who teach beginners should become more familiar with research on teaching and learning and with changes in educational technology. The spirit of contemporary introductions to statistics should be very different from the traditional emphasis on lectures and on probability and inference.