Contributed Paper C311
Rethinking the statistics education curriculum: Holistic, purposeful and layered
PresenterKatie Makar (Australia)
Bakker and Derry (MTL 13:1, 2011) challenged the field to address three persistent problems in statistics education—students’ difficulty in applying what they learn due to an atomistic approach, lack of coherence from the students’ perspective, and a curriculum which does not build students’ understanding in a coherent way. To address this challenge, a rethinking about the statistics education curriculum is needed. This paper briefly outlines three principles for addressing these problems: focusing on holistic learning through informal statistical inference, purposeful tasks which use an inquiry approach, and a layered curriculum which provides students with experiences which informally access to powerful statistical tools in the years before they are formalised. These principles align with recent research in statistics education to potentially address Bakker and Derry’s challenge.