C101  Dichotomous thinking: a problem beyond NHSTJerry Lai (Australia)
C104  Identifying misconceptions about confidence intervalsPawel Kalinowski (Australia)
C105  Paradoxical games as a didactic tool to train teachers in probabilityCarmen Batanero (Spain)Jose Miguel Contreras
José António Fernandes
Mario Miguel Ojeda
C106  Students’ profile in higher education in ItalyClaudia Caruso (Italy)
C107  A statistical game: the silent cooperation problemErnesto Sánchez (Mexico)Alejandro Hernández
C108  A teaching experiment dealing with statistics in high schoolSandra Magina (Brazil)Irene Cazorla
Edgard Silva
C109  Statistical training in humanities and social sciences in group and at distance: exploration of the effects of teaching and lerning on collaborative work through the observable traces of social interactions in a system of online distance educationJean-Claude Régnier (France)Annick Pradeau
Muhammad Shahid Farooq
C110  Research in statistical education: competence level of secondary school pupilsMaría Vega (Spain)José M Cardeñoso
Pilar Azcárate
C111  Statistics education in the social and behavioural sciences: from dichotomous thinking to estimation thinking and meta-analytic thinkingGeoff Cumming (Australia)
C112  Comparing outcomes between online and face-to-face statistics courses: a systematic reviewKathleen Mathieson (United States)
C113  Compare students’ attitudes to learn mathematics and statistics in China and AustraliaBingshu Wu (Australia)Dong Q Wang
C114  Assessing mathematics competence in introductory statistics courses: an application of the item response theorySilvia Galli (Italy)Francesca Chiesi
Caterina Primi
C115  Teaching regression models: an application with simulationsIrene Schiattino (Chile)Rosa Montaño
Claudio Silva
Carmen Acuña
Isabel Ormeño
C116  Students’ opinion on the subjects of statistics and probability in secondary schools of Lisbon, PortugalSara Caldeira (Portugal)Helena Mouriño
C117  The opinion of the family about the performance of the schoolchild bringing knowledge to his/her own family: statistics on prevention of mouth cancerMaria Lucia Marçal Mazza Sundefeld (Brazil)Lucas Correa Homse
Annelise Katrine Carrara Prieto
Marco Aurélio Borella Rodrigues
C118  Supporting shifts in teachers’ views and uses of problem context in teaching statisticsJana Visnovska (Australia)Paul Cobb
C120  A comparative analysis between statistical tools adopted in scientific research of the speech therapy area and contents present in the area course syllabusesMaria Cláudia C Grácio (Brazil)Cora S T Paiva
Patrícia S O Souza
C121  Toward improving the quality of doctoral education: a focus on statistics, research methods, and dissertation supervisionRossi Hassad (United States)
C125  Confidence intervals using interval arithmeticJuan José González-Henríquez (Spain)Nicanor Guerra-Quintana
C126  Linking probabilities to real-world situations : how do teachers make use of the mathematical potential of simulation programs?Laurent Theis (Canada)Annie Savard
C127  Statistic for the social sciences: a challengeNora Lac Prugent (Argentina)Liliana Severino
C128  Improving capacities of translation through an educational processCarlos Carrión-Pérez (Spain)María Candelaria Espinel-Febles
C129  A content analysis of the statistics education discussion list, EDSTAT-LRobert N Goldman (United States)John D., Jr. McKenzie
C130  The impact of using pupils’ daily social practices as well as computerized simulators as a teaching medium on motivation and knowledge construction regarding probabilities among high school pupilsVincent Grenon (Canada)François Larose
Jimmy Bourque
Johanne Bédard
C131  The concept of mean by primary school studentsGilda Guimarães (Brazil)Verônica Gitirana
Mabel Marques
Diego dos Anjos
C132  Independence of events: an analysis of knowledge level in different groups of studentsVerônica Yumi Kataoka (Brazil)Hugo Mael Hernandez Trevethan
Claudia Borim da Silva
C133  The effect of contextualising probability education on differentiating the concepts of luck, chance, and probabilities among middle and high school pupils in QuebecFrançois Larose (Canada)Jimmy Bourque
Viktor Freiman
C134  Youth and Adults students interpreting bar and line graphsAna Selva (Brazil)Izauriana Lima
C135  Teaching statistics at high school: an alternative approachLorí Viali (Brazil)Renate Grings Sebastiani
C136  Implications of educational reform in Cyprus on the teaching of probability and statistics at the secondary school levelIrini Papaieronymou (United States/Cyprus)
C137  Movies as a tool for improving our classesLuis J Rodríguez-Muñiz (Spain)
C138  Strengthening the understanding of sampling distribution and errors associated to the hypothesis testing in students of agricultural and environmental sciencesMaría Virginia López (Argentina)María del Carmen Fabrizio
María Cristina Plencovich
C139  Social representations of French-speaking undergraduate students in humanities and social studies in the use and difficulties in learning statisticsAlain Bihan-Poudec (France)François Larose
C140  A semiotic analysis of “Mônica’s random walk”: activity to teach basic concepts of probabilityIrene Cazorla (Brazil)Tânia Gusmão
Eurivalda Santana
José Cajaraville
C141  Analysis of activity at statistical literacy: contributions of the activity theoryIrene Cazorla (Brazil)Aida Carvalho Vita
Eurivalda Santana
Silvana Oliveira
C142  Fostering students’ statistical reasoning, self-efficacy, and attitudes: findings from a comprehensively reformed undergraduate statistics courseAboma Olani (The Netherlands)Rink Hoekstra
Egbert Harskamp
Greetje van der Werf
C143  The confidence intervals: a difficult matter, even for expertsGabriel Yáñez Canal (Colombia)Roberto Behar Gutiérrez
C146  Adjusting cognitive load to the student’s level of expertise for increasing motivation to learnJimmie Leppink (The Netherlands)
C147  Non-statisticians learning statisticsAyse Bilgin (Australia)
C148  Personal Response Systems for teaching postgraduate statistics to small groups.Andrew Titman (United Kingdom)Gillian Lancaster
C149  Teaching statistics at a superior school of business management. Realities and challenges.Sandra Nunes (Portugal)Sandra Oliveira
Sandra Monteiro
C150  The impact of video-based resources in teaching statistics: A comparative study of undergraduates to postgraduatesNorhayati Baharun (Australia)Anne Porter
C151  Webquest: information and communication technology tool for statistical problem solving for middle school studentsAna Serradó-Bayés (Spain)
C152  Coin-sequences and coin-combinations taught as companion tasksAnthony Bill (Australia)Peter Gayton
C153  Developmental changes in Australian school students’ interest for statistical literacyColin Carmichael (Australia)Ian Hay
C154  Statistical analysis from the viewpoint of primary-school teachers and their teaching practice: explorative survey of an Italian regionRenata Clerici (Italy)Emanuela Cisco
C155  Implementing the change: teaching statistical thinking not just methodsIrene David (New Zealand)Jennifer Brown
C156  The American Psychological Association Publication Manual sixth edition: implications for statistics educationFiona Fidler (Australia)
C157  Motivation and self-efficacy related to probability and statistics: task-specific motivation and proficiencyMartin Gundlach (Germany)Sebastian Kuntze
Joachim Engel
Laura Martignon
C158  Teachers’ perceptions of best practice in statistical literacy educationIan Hay (Australia)
C159  Aspects of statistical literacy between competency measures and indicators for conceptual knowledge: empirical research in the project “RIKO-STAT”Sebastian Kuntze (Germany)Joachim Engel
Laura Martignon
Martin Gundlach
C160  Teaching statisics online:a decade’s review of the literature about what worksDheeraj Raju (United States)Jamie D Mills
C163  Crisis of statistics pedagogy in IndiaMadhu Paranjape (India)
C164  Developing robust understandings of variationSusan Peters (United States)
C165  Creating YouTube videos that engage students and enhance learning in statisitics and ExcelNicola Petty (New Zealand)
C166  Interpreting literacy and numeracy testing reports: what do teachers need to know?Robyn Pierce (Australia)Helen Chick
C167  The use of statistics in real and simulated investigations performed by undergraduate health sciences’ studentsRui Pimenta (Portugal)Ana Nascimento
Margarida Vieira
Elísio Costa
Margarita Viera
C168  Comparison of attitudes towards statistics in graduate and undergraduate health sciences’ studentsRui Pimenta (Portugal)B. Mónica Faria
Ilídio Pereira
Elísio Costa
Margarida Vieira
C169  Developing a framework for reasoning about explained and unexplained variationJackie Reid (Australia)Chris Reading
C170  Simulating the risk without gambling: can student conceptions generate critical thinking about probability?Annie Savard (Canada)
C172  E-learning of statistics in AfricaIan Dale (United Kingdom)Cary Clark
Roger Stern
Sandro Leidi
David Stern
C173  The use of computer-based tests to consolidate statistical concepts in KenyaDoug Stirling (New Zealand)David Stern
Ian Dale
Roger Stern
C174  Incremental modernisation of statistics teaching and curriculum at Maseno University, KenyaDavid Stern (Kenya)Omolo N Ongati
John Ogonji Agure
Betty Ogange
C175  Visual representation of the syllabus content about “data”Chris Reading (Australia)Theodosia Prodromou
C176  Teaching statistics in the context of biology: the symbiosis experienceEdith Seier (United States)Karl H Joplin
C177  The teaching of statistics and probability in mathematics undergraduate coursesLorí Viali (Brazil)
C178  Strategies to make counter-examples while comparing two groupsKai-Lin Yang (Taiwan)Wen-Han Chang
C179  Interaction in synchronous chat tutorials to facilitate learning in introductory statisticsChristine McDonald (Australia)Birgit Loch
Margaret Lloyd
C180  Pre-service teachers’ understanding of probability distributions: a multilevel statistical analysisTheodore Chadjipadelis (Greece)Sofia Anastasiadou
C181  On teaching basic statistics: a capture-recapture exampleCarla Rossi (Italy)Flavia Mascioli
Daria Scacciatelli
C182  Trajectories of learning in middle years’ students’ statistical developmentRosemary Callingham (Australia)
C183  Statistics for the mathematically challengedMichael Bedwell (United Kingdom)
C184  Dissemination of good practice in teaching, learning and assessment of statistics in higher educationPenelope Bidgood (United Kingdom)Nasrollah Saebi
C185  The student project: the importance of using statistics in being an agricultural scientistAnnalene Sadie (South Africa)
C186  Developing statistical consultancy skills in post-graduate students: a case studyStuart Sharples (United Kingdom)Emily Yeend
Brian Francis
Gareth Ridall
Jill Booth
C187  New e-learning course for social survey and introductory statisticsKazunori Yamaguchi (Japan)T Hirose
Y Kanazawa
Y Arakawa
M Kagawa
T Mizuhara
C188  Simulation using R from within Excel for teaching first year biologistsGareth Ridall (United Kingdom)
C189  Teaching statistics through ExperimentsAtSchoolMark Crowley (United Kingdom)Kate Richards
Neville Davies
C191  Training of lecturers at Maseno University, KenyaJames Musyoka (Kenya)David Stern
Joyce Otieno
C192  The growing role of computers for teaching statistics in KenyaParin Kurji (Kenya)Brigid McDermott
David Stern
Roger Stern
C193  Teaching strategies to promote statistical literacy: review and implementationSvetlana Tishkovskaya (United Kingdom)Gillian Lancaster
C194  Resource discovery for teaching datasets.Valmira Hoti (United Kingdom)Brian Francis
Gillian Lancaster
C197  Distance learning for teacher professional development in statistics educationMaria Meletiou-Mavrotheris (Cyprus)Efi Paparistodemou
C198  Statstutor: an on-line statistics learning and teaching resourceAlun Owen (United Kingdom)David Green
Moira Petrie
Neville Davies
John Marriott
C201  Developing research literacy in academic medical research institutions: introducing an online modular course in biostatistics and epidemiologyMohamed Abdolell (Canada)Jennifer I. Payne
C202  Hidden jargon: everyday words with meanings specific to statisticsChristine Anderson-Cook (United States)
C203  Student attitudes to real-world projects in an introductory statistics courseAnn Bingham (United States)
C204  Statistics education in the context of critical education: teaching projectsCelso Campos (Brazil)Maria Lucia L. Wodewotzki
Otavio Jacobini
Denise Lombardo
C205  Recipe for a Cobb salad in a time of easy computabilityRobert H Carver (United States)
C206  Enhancing statistical literacy through short open-ended questions that involve context, data, and upper level thinkingRobert Gould (United States)Mahtash Esfandiari
Hai Nguyen
Yuliya Yaglovskaya
C207  Introducing large data sets into the classroom: a graphical user interface for teaching with databasesUlrike Genschel (United States)Heike Hofmann
Danielle S. Wrolstad
C208  Enhancing conceptual understanding with data driven labsRobert Gould (United States)Gretchen Davis
Rakhee Patel
Mahtash Esfandiari
C210  Linking the randomization test to reasoning about p-values and statistical significanceSharon Lane-Getaz (United States)
C212  A key problem: pedagogical tradeoffs along familiar and generic dimensionsDragan Trninic (United States)Dor Abrahamson
C213  Teaching introductory statistics using student generated data in a large classAklilu Zeleke (United States)Carl Lee
C215  Teaching statistics in a language other than the students’Khidir Abdelbasit (Oman)
C216  Has there been a change in the nature and the level of statistical skills assessed in statewide mathematics university entrance level examinations since the introduction of the graphics calculator?Peter Jones (Australia)
C217  Interpretative skills and capacity to communicate statistically: a differential analysisPedro Campos (Portugal)Emília Oliveira
C218  University introductory statistics courses in IcelandAuðbjörg Björnsdóttir (United States)
C219  Exploring the effect of statistical variability on children’s performance in a quantity judgment taskGianmarco Altoè (Italy)Franca Agnoli
C251  Statistical data analysis in psychology. generation of self examination questionnaires for students: approach to the itemJoan Guàrdia-Olmos (Spain)Maribel Peró-Cebollero
Montserrat Freixa-Blanxart
Jaume Turbany-Oset
Amàlia Gordóvil-Merino
María Carrera-Fernández
C253  Meta database for datasets regarding statistical educationPeter Pipelers (Belgium)Ellen Deschepper
Heidi Wouters
Olivier Thas
Jean-Pierre Ottoy
C254  How students learn about data distribution when addressing a problem affecting their communityYury M. Rojas (Colombia)
C255  Chilean primary teachers challenged to build PCK for statisticsRaimundo Olfos (Chile)Soledad Estrella
C256  Changing the understanding of probability in talented childrenSoledad Estrella (Chile)Raimundo Olfos
C257  Development and validation of the statistics teaching inventory (STI)Jiyoon Park (United States)
C258  Ethical-political aspects of statistical literacyKaren François (Belgium)Jean Paul Van Bendegem
C259  The significance of residuals on modeling dataMarkus Vogel (Germany)
C260  An experience in curriculum design for high school statistics educationFelipe Fernández (Colombia)Luisa Andrade
C265  Is median an easy concept? Semiotic analysis of an open-ended taskCarmen Díaz (Spain)Silvia Mayén
C266  Teaching statistics to a heterogeneous group: a “Goal-Oriented” approachSaleha Habibullah (Pakistan)
C271  Reviewing and promoting research in probability education electronicallyManfred Borovcnik (Austria)Ramesh Kapadia
C273  The effects of an Audience Response System (ARS) on achievement and attitudes towards statistics in a introductory statistics classMegan Mocko (United States)Tim Jacobbe
C274  The future of interactive, electronic research: an exemplar from probability educationRamesh Kapadia (United Kingdom)Manfred Borovcnik
C275  Teaching: estimation of minimum sample size and the impact of effect size and altering the type: I & II errors on it, in clinical researchK R Sundaram (India)Amrutha Jose
C276  Creating statistically literate global citizens: the use of integrated census microdata in teachingAnn Meier (United States)Robert McCaa
David Lam
C277  Statistics learning and batiks: an innovative way of doing mathematicsLucília Teles (Portugal)Margarida César
C278  Analysis of a basic statistic course using item response theoryDalton Andrade (Brazil)Marcos Magalhães
C279  Principles and strategies in teaching probabilityTalma Leviatan (Israel)
C280  Elementary school students’ understanding of concept of arithmetic meanEvanthis Chatzivasileiou (Greece)Ioannis Michalis
Christina Tsaliki
C281  Improving research in statistics educationDjordje Kadijevich (Serbia)
C282  Teaching students to use the chi-square test when observations are dependentAustina S S Clark (New Zealand)
C283  Life after graduation: do statisticians fare better than other graduates in the Brazilian labor market?Sonoe Sugahara (Brazil)Kaizô Beltrão
C284  Electronic spreadsheets as a teaching aid to a generalized linear model courseKaizô Beltrão (Brazil)Sonoe Sugahara
C285  Understanding of arithmetic meanMateja Sirnik (Slovenia)Silva Kmetič
C286  Data handling and statistics in external assessmentsMojca Suban Ambrož (Slovenia)Sonja Rajh
Jerneja Bone
C287  Data processing and statistics in the Slovenian curriculumAmalija Žakelj (Slovenia)