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Presentation 2D4. How Far Can We Go in the Statistics Curriculum Development at the Secondary School Level to Reach Successfully the Objective?

Annie Morin (France)


Presentation Abstract

In most countries at the secondary school level, the statistics curriculum is a part of the mathematics curriculum. If we have a look on the papers on statistical education at the college or at the university published ten years ago, we can see that the requirements are practically adaptable to the actual secondary level. With the changes occurring in mathematical education at the secondary school level, with the development of interdisciplinary class projects especially for higher grades (9-12), with the increasing availability of computers at school, the teaching of statistics has changed. We are now in the context of democratization of mathematics as called by David Vere-Jones in 1995.

Teaching means content and pedagogy. But first, what are the objectives of statistical education at the secondary school level? Clearly, they are not the same as at the college and the university. I will see at least two goals: general education of all citizens and scientific education. To reach the objectives, we must define the content, the pedagogy and the use of technology as defined by David Moore (2001) for undergraduate students. It is amazing to see that we are introducing at the secondary school level the proposals that were made ten years ago for the students at the university. But, things are not exactly the same: more powerful technology, different students and contents to be adapted.

Some problems related to the secondary school must be solved: statistics is taught by mathematics teachers meanwhile at the university, there are academics who are also statisticians. The absence of statisticians (academics or not) in the secondary schools and their absence also in the thought groups about the evolution of statistical education at this level is a major problem. Besides, we cannot wait for a new generation of teachers to boost statistical education. We also have to provide teachers with appropriate teaching resources. Third, a last but important problem at the end of the secondary is the assessment in statistics and probability which has not the same intensity at the college or at the university.

There is a great variability in the situations among the countries: in the United States, we can see the increased cooperation between the MAA and the ASA; in France, the birth of a new curriculum is a little bit more painful. Even if my presentation is general, I will provide some comments for France. We are preparing a survey among the French mathematics teachers to know their feelings about these changes, changes which are a part of a more general change in mathematics teaching.

To conclude, depending on the situations, we will try to assess how far we can go in the statistics curriculum.

David Vere-Jones, 1995: The coming of age of statistical education, International Statistical Review, 63 (1), 3-23.

David Moore, 2001: Undergraduate programs and the future of academic statistics, The American Statistician, 55 (1), 1-6.


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