Inference and the introductory statistics course

This article sets out some of the rationale and arguments for making major changes to the teaching and learning of statistical inference in introductory courses at our universities by changing from a norm-based, mathematical approach to more conceptually accessible computer-based approaches. The cor...

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Bibliographic Details
Published in:International journal of mathematical education in science and technology 2011-10, Vol.42 (7), p.903-913
Main Authors: Pfannkuch, Maxine, Regan, Matt, Wild, Chris, Budgett, Stephanie, Forbes, Sharleen, Harraway, John, Parsonage, Ross
Format: Article
Language:English
Subjects:
College Mathematics
College students
Course Content
Educational Change
inference
Inferences
Introductory Courses
Mathematical Logic
Probability
randomization method
Statistical Inference
statistical reasoning
Statistics
Teaching Methods
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Summary:This article sets out some of the rationale and arguments for making major changes to the teaching and learning of statistical inference in introductory courses at our universities by changing from a norm-based, mathematical approach to more conceptually accessible computer-based approaches. The core problem of the inferential argument with its hypothetical probabilistic reasoning process is examined in some depth. We argue that the revolution in the teaching of inference must begin. We also discuss some perplexing issues, problematic areas and some new insights into language conundrums associated with introducing the logic of inference through randomization methods.
ISSN:0020-739X
1464-5211
DOI:10.1080/0020739X.2011.604732