The 2006 NCTM Sixty-eighth Yearbook focuses on students' and teachers' learning in statistics centered on a set of activities. Topics include the relation between mathematics and statistics, the development and enrichment of mathematical concepts through the use of statistics, and a discussion of the research related to teaching and learning statistics. The yearbook articles cover a variety of broad areas, including sections on Learning about Data and Chance, Reasoning with Data and Chance, and Reflecting on Issues Related to Data and Chance. Articles focus on such topics as examining children's beliefs about "what is fair" and using simulation techniques in the classroom. The accompanying CD-ROM offers support material for many of the articles, including lessons, software demonstrations, and even video clips of classrooms. NCTM yearbooks focus concerted attention on timely issues by viewing them in depth, from multiple perspectives, through interdisciplinary lenses, and across different grade bands. The year 2006 marks the sixty-eighth yearbook in the NCTM yearbook series. Following a preface, this book is divided into three parts. Part, Learning about Data and Chance, presents: (1) Graphing with Four-Year-Olds: Exploring the Possibilities through Staff Development (Sydney L. Schwartz and David J. Whitin); (2) What Does It Mean That "5 Has a Lot"? From the World to Data and Back (Susan Jo Russell); (3) Learning to Talk Back to a Statistic (David J. Whitin); (4) Engaging Students in Authentic Data Analysis (Randall E. Groth); (5) Students' Probabilistic Thinking Revealed: The Case of Coin Tosses (Laurie H. Rubel); (6) Assessing the Development of Important Concepts in Statistics and Probability (Jane M. Watson); and (7) Research on Students' Understanding of Some Big Concepts in Statistics (J. Michael Shaughnessy). Part 2, Reasoning with Data and Chance, continues with the next chapters: (8) A Statistical Study of Generations (Henry Kranendonk and Roxy Peck ); (9) More than "Meanmedianmode" and a Bar Graph: What's Needed to Have a Statistical Conversation? (Susan N. Friel, William O'Connor, and James D. Mamer); (10) When Data and Chance Collide: Drawing Inferences from Empirical Data; (James E. Tarr, Hollylynne Stohl Lee, and Robin L. Rider); (11) Experimental Design: Learning to Manage Variability (Daniel J. Teague); (12) "We Were Nicer, but We Weren't Fairer! Mathematical Modeling Exploring "Fairness" in Data Management; (Susan London McNab, Joan Moss, Earl Woodruff, and Rod Nason); (13) Using Real Data and Technology to Develop Statistical Thinking (Doreen Connor, Neville Davies, and Peter Holmes); (14) Using Regression to Connect Algebra to the Real World (Jim Bohan); (15) Using Data to Enhance the Understanding of Functions: Data Analysis in the Precalculus Curriculum (Peter Flanagan-Hyde and John Lieb); (16) Changing the Face of Statistical Data Analysis in the Middle Grades: Learning by Doing (Kay McClain, Julie Leckman, Paula Schmitt, and Troy Regis; (17) Understanding Data through New Soft ware Representations (Andee Rubin and James K. Hammerman); (18) Using Graphing Calculator Simulations in Teaching Statistics (Michael H. Koehler); (19) What Is Statistical Thinking, and How Is It Developed? (Sharon J. Lane-Getaz); and (20) Using Graphing Calculators to Redress Beliefs in the "Law of Small Numbers" (Alfinio Flores). Part 3, Reflecting on Issues Related to Data and Chance, continues with: (21) Statistics and Mathematics: On Making a Happy Marriage (Richard L. Scheaffer); (22) Some Important Comparisons between Statistics and Mathematics, and Why Teachers Should Care (Allan Rossman, Beth Chance, and Elsa Medina); (23) The Statistical Education of Grades Pre-K-2 Teachers: A Shared Responsibility (Christine A. Franklin and Denise S. Mewborn); (24) The GAISE Project: Developing Statistics Education Guidelines for Grades Pre-K-12 and College Courses (Christine A. Franklin and Joan B. Garfield); (25) Why Variances Add--and Why It Matters (David Bock and Paul F. Velleman); (26) Bootstrapping Students' Understanding of Statistical Concepts (Tim Hesterberg); (27) Interpreting Probabilities and Teaching the Subjective Viewpoint (Jim Albert); (28) Assessments, Change, and Exploratory Data Analysis (John A. Dossey); (29) Fish "n" Chips: A Pedagogical Path for Using an In-Class Sampling Experiment (Heather A. Thompson, Gail Johnston, and Tamara Pfantz); and (30) Research in the Statistics Classroom: Learning from Teaching Experiments (Dani Ben-Zvi, Joan B. Garfield, and Andrew Zieffler).