On the 2009 AP[c] Statistics Exam, students were asked to create a statistic to measure skewness in a distribution. This paper explores several of the most popular student responses and evaluates which statistic performs best when sampling from various skewed populations. (Contains 8 figures, 3 tables, and 4 footnotes.)

A simple way is given to create residual plots that are words or pictures. Three illustrative examples are presented.

Considering the range of changes in the instruction and learning of statistics, several questions emerge regarding how those changes influence students' attitudes. Equally, other questions emerge to reflect that statistics is a fundamental course in the university academic programs because of its relevance to the professional development of the…

This volume, a comprehensive survey and critical analysis of today's issues in mathematics education, distills research to build knowledge and capacity in the field. The compendium is a valuable new resource that provides the most comprehensive evidence about what is known about research in mathematics education. The 38 chapters present five…

We describe an ongoing collaborative curriculum materials development project between Sweet Briar College and Western Michigan University, with support from the National Science Foundation. We present a collection of modules under development that can be used in existing mathematics and biology courses, and we address a critical national need to…

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an…

Research on the counterintuitive Monty Hall dilemma (MHD) and analogous problems has shown that correct reasoning is rarely observed, even with the help of certain hints. Making the causal structure explicit or presenting probabilities by means of natural frequencies seem to enhance performance, but only to a moderate degree. The present…

In a recent paper, Alcock and Inglis (in press) noted a distinction between the way that Weber (in press) and they defined syntactic and semantic proof productions. Weber argued that "a syntactic proof production occurs when one works predominantly within the representation system of proof [...] Alternatively, a semantic proof production occurs…

The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. "Hands-on Activities for Teaching the Common Core Math…

The California Department of Education is in the process of revising the Career and Technical Education (CTE) Model Curriculum Standards. The Educational Policy Improvement Center (EPIC) conducted an investigation of the draft version of the Health Sciences and Medical Technology Standards (Health Science). The purpose of the study is to…

High academic standards are an important first step in ensuring that all Alaska's students have the tools they need for success. These standards reflect the collaborative work of Alaskan educators and national experts from the nonprofit National Center for the Improvement of Educational Assessment. Further, they are informed by public comments.…

Weber (2009) suggested that counterexamples can be generated by a syntactic proof production, apparently contradicting our earlier assertion (Alcock & Inglis, 2008). Here we point out that this ostensible difference is the result of Weber working with theoretical definitions that differ slightly from ours. We defend our approach by arguing that…

Research has shown that even if students pass a standard introductory statistics course, they often still lack the ability to reason statistically. Many instructional techniques for enhancing the development of statistical reasoning have been discussed, although there is often little to no experimental evidence that they produce effective results…

The classroom activity described here allows mathematically mature students to explore the role of mean, median and mode in a decision-making environment. While students discover the importance of choosing a measure of central tendency, their understanding of probability distributions, maximization, and prediction is reinforced through active…

"Shake, Rattle, & Roll" is a new program developed by The Actuarial Foundation with Scholastic, provides dynamic real-world math content designed to build student skills while showing students the relevance of math to understanding their world and planning for their future. Math skills are increasingly important for students. According to the U.S.…