C101  A graphical approach to examine inferential reasoning developmentSharon Lane-Getaz (United States)
C102  How to organize effective and efficient group work in tutorials using indicator stripsToni C. Stocker (Germany)
C104  The potential of a grounded theory approach to study teaching probabilityAndreas Eckert (Sweden)
C105  Distance education of teachers of statisticsJeffrey Hovermill (United States)Brian Beaudrie
C107  Challenges in teaching medical statistics in developing countryAshwani Kumar Mishra (India)
C108  The wonderful lamp of Aladdin? Project work in engineering coursesMaria Manuel da Silva Nascimento (Portugal)José Alexandre dos Santos Vaz Martins
Assumpta Estrada
C109  After statistics reform: should we still teach significance testing?Tony Hak (The Netherlands)
C111  Measuring the basics of probabilistic reasoning: the IRT-based construction of the probabilistic reasoning questionnaireCaterina Primi (Italy)Kinga Morsanyi
Francesca Chiesi
C116  A review of probability and statistics apps for mobile devicesHoward Edwards (New Zealand)
C117  Games as a locus of self-empowered collaborative learningShonda Kuiper (United States)Rod Sturdivant
C119  Fostering deep statistical learning using diversity content: the “statistics of sexual orientation” courseMichele DiPietro (United States)
C120  Excel simulation as a tool in teaching sampling distributions in introductory statisticsLeslie Chandrakantha (United States)
C121  Perceptions of undergraduate and executive students about the use of an exercise-based statistics websiteAndré Samartini (Brazil)
C122  Students’ understanding of confidence intervalsRobyn Reaburn (Australia)
C123  Learning statistics in the first gradesSusana Colaço (Portugal)
C126  Restructuring of disciplines in statistics based on students’ evaluation in online education programsMauren Moreira Porciúncula da Silva (Brazil)Suzi Samá Pinto
C128  Introductory statistics students’ conceptual understanding of variation and measures of variation in a distributionRachel Chaphalkar (United States)Cindy Leary
C129  Exploration of problem solving processes of students with learning disabilitiesMegan Mocko (United States)Melissa Crow
C130  Normal inverse function in teaching inference about population mean and population proportionXiaoyi Ji (United States)
C131  Reduced major axis regression: teaching alternatives to least squaresWilliam Harper (United States)
C134  It is time to include data management in introductory statisticsRobert H Carver (United States)Mia Stephens
C135  Environmental interfaces in teaching statisticsCelso Ribeiro Campos (Brazil)Otávio Roberto Jacobini
Maria Lúcia Lorenzetti Wodewotzki
Denise Helena Lombardo Ferreira
C136  Validity evidences of electronic attitudes scales towards statisticsClaudette Maria Medeiros Vendramini (Brazil)Camila Cardozo Camilo
Juliana Maximila de Paula Bueno
C137  Teaching statistics in a crisis zoneIrene David (New Zealand)Hilary Seddon
Jenny Harlow
Jennifer Brown
C139  Formative assessment and learning analytics in statistics educationDirk Tempelaar (The Netherlands)
C140  Quality engineering: an experience in teaching statistics for engineersElisa Henning (Brazil)Adelmo Anselmo Martins
Marcelo Savio Ramos
C141  Learning objects for teaching statistics in engineering coursesLuciane Mulazani dos Santos (Brazil)Elisa Henning
Dátila Cristina Mondini
C142  Students’ conceptions of average and standard deviationVéronique Dubreil-Frémont (France)Christelle Chevallier-Gaté
Noëlle Zendrera
C143  Meanings of probability in Spanish curriculum for primary schoolEmilse Gómez-Torres (Colombia)J Miguel Contreras
C144  Development of integrated quantity judgments: means of distributions appear more different than they areFranca Agnoli (Italy)Gianmarco Altoè
Tatiana Marci
C145  Observations of implementations of an active learning module in introductory statisticsJeremy Strayer (United States)Nancy McCormick
Lisa Green
Scott McDaniel
Ginger Holmes Rowell
Natasha Gerstenschlager
C146  Training prospective teachers for teaching of probability at secondary school in ColombiaEmilse Gómez-Torres (Colombia)
C147  Examining Venezuelan secondary school mathematics teachers’ professional competencies to teach statistics: focusing on the instruction of descriptive statisticsOrlando González (Japan)
C148  Simulation illogic repairedPatricia B. Humphrey (United States)
C149  Preservice teachers’ awareness of variabilityEdward Mooney (United States)Dhimitraq Duni
Elisha VanMeenen
Cynthia Langrall
C150  A glimpse of two year college instructors’ understanding of variation in histogramsMonica Dabos (United States)
C151  Middle and high school teachers’ transformative learning of centerSusan Peters (United States)Jonathan D. Watkins
Victoria Miller Bennett
C155  Investigation about curricular orientations in teaching statistics in Brazil and MexicoHugo Hernandez (Mexico)Verônica Yumi Kataoka
Claudia Borim da Silva
Irene Cazorla
C157  An early start on inferenceEdith Seier (United States)
C158  Computer-aided graphics to teach eigenvalues and eigenvectorsJaime Curts (United States)
C159  Sustaining progress in statistics education in the United States through an analysis of the past 30 years of advancementKatherine Halvorsen (United States)John McKenzie, Jr.
C160  Exam question evaluation with Item Response TheoryElisabeth Korendijk (The Netherlands)Evert Jan Bakker
C162  Students’ social representation of statistics in the humanities and social sciencesJean-Marie Marion (France)Alain Bihan-Poudec
C163  Communication and collaboration in support of a significant mathematical learningJoyce Furlan (Brazil)Lia Marques Marocci
C164  Teaching precursors to data science in introductory and second courses in statisticsNicholas Horton (United States)Ben Baumer
Hadley Wickham
C167  Attending to students’ thinking on bivariate statistical data at secondary level: two teachers’ pedagogical content knowledgeSandra Quintas (Portugal)Hélia Oliveira
Rosa Tomás Ferreira
C168  Teaching innovations in introductory statistics coursesRamon Gomez (United States)
C169  High school teachers’ statistical reasoning about comparison of distributions of data in a computer environmentSantiago Inzunsa (Mexico)José A Juárez
C171  The professional knowledge of German secondary school teachers about descriptive statisticsStefanie Schumacher (Germany)
C172  Peer assessment as active learning methodTatjana von Rosen (Sweden)
C173  The use of web resources in statistics educationSvetlana Tishkovskaya (United Kingdom)Gillian Lancaster
C176  Teaching statistics concepts through stock market contextsLarry Weldon (Canada)
C177  Rethinking the intersection of statistics education and social justiceLisa Poling (United States)Nirmala Naresh
C178  On-line homework in probability and statistics: WeBWorK incorporating RBruce Dunham (Canada)Davor Cubranic
Djun Kim
C182  How students relate residuals behavior with parameter significance tests in a linear model: A case of study in a higher education Mexican institutionJosé Luis Ángel Rodríguez Silva (Mexico)
C183  Stat321, an on-line statistics textbook based on intuitive inferential reasoningNicolas Greliche (France)
C184  A case study of Cypriot primary school students’ use of a dynamic statistics software package for analyzing and interpreting dataMaria Meletiou-Mavrotheris (Cyprus)Irene Kleanthous
C186  Cognitive transfer outcomes for a simulation-based introductory statistics curriculumMatthew Beckman (United States)
C187  Fostering changes in confidence intervals interpretationIngrith Álvarez Alfonso (Colombia)Luisa Andrade
Felipe Fernández
C188  Individualised project assessments for statistics courses – the best of both worlds?Robert Grant (United Kingdom)Ahmed Younis
C189  Statistics content and pedagogy in a course for pre-service secondary math teachersKady Schneiter (United States)
C190  Teaching statistics with lectures or activities: a comparative studyJennifer L Loveland (United States)Kady Schneiter
C191  Technology tools and success in statistics: interpreting the researchJason Schenker (United States)Shawn Fitzgerald
Jian Li
Emtiaz Rony
C192  How is success in statistics moderated by instructional practices used at the university level: interpreting 30+ years of research on the topicHanna Wilson (United States)Shawn Fitzgerald
Jason Schenker
Jian Li
C195  Teaching undergraduates through statistical consultingHyun-Joo Kim (United States)K Scott Alberts
Scott Thatcher
C196  The status of reform in statistics education: A focus on the introductory courseRossi Hassad (United States)
C197  A 21st century teaching approach in statisticsNelia S. Ereno (Philippines)Allen F Vicente
C198  Assessment of students’ knowledge and skills in learning statistics in the 21st CenturyNelia S. Ereno (Philippines)Allen F Vicente
Liberty Grace Baay
C199  Probability and statistics in access exams to Spanish universitiesLuis J Rodríguez-Muñiz (Spain)P. Díaz
V. Mier
P. Alonso
C200  Graduate teaching assistants’ beliefs, practices, and preparation for teaching introductory statisticsNicola Parker (United States)Elizabeth Fry
Joan Garfield
Andrew Zieffler
C202  Introductory statistics instructors’ practices and beliefs regarding technology and pedagogyElizabeth Brondos Fry (United States)
C203  A shiny new opportunity for big data in statistics educationKarsten Maurer (United States)
C206  A graphical illustration of binomial distributionsKang Sup Lee (Korea)Dong Joo Yang
C208  The interactive submarine: using boxplots as a likelihood approachPedro Campos (Portugal)
C209  Analysis of linear regression in Spanish baccalaureate textbooksLuis J Rodríguez-Muñiz (Spain)P. Díaz
C210  Just sum the marks: spurious wisdomTimothy Dunne (South Africa)
C212  An evaluation of the statistical methods used by business researchers in South African publicationsGary D Sharp (South Africa)Warren J Brettenny
Chantelle M Clohessy
Catherine G Logie
C213  Statistical consultation as part of statistics educationLizelle Fletcher (South Africa)
C214  The role of lecturers in students’ performanceKlára Kazár (Hungary)
C215  Sustaining student engagement in a college statistics course through a reflective teaching model using youth statisticsLiza Lorena Jala (Philippines)Enriqueta Reston
C216  Teachers’ confidence in teaching statistical ideasRosemary Callingham (Australia)Jane M. Watson
C217  The impact of an inverted traditional teaching model on first level statistics studentsLizelle Fletcher (South Africa)Fransonet Reyneke
C218  Istat’s new tools in teaching statistics to digital nativesBarbara Ascari (Italy)Marina Peci
C219  Teaching NHST vs Bayesian inference in post-secondary technology programsJohn H. Mott (United States)Erin E. Bowen
C220  Integrating learning technologies for applied statistics in distance education at the graduate level: challenges and strategiesErin E. Bowen (United States)
C223  What’s missing in teaching probability and statistics: building cognitive schema for understanding random phenomenaSylvia Kuzmak (United States)
C226  How I learned to stop worrying about it and just teach MBA 5800 (with apologies to Dr. Strangelove)Alan S Chesen (United States)
C227  Business management students’ attitude and performance in statistics learning in Nigeria Metropolitan College of TechnologyAdeyemi D Aromolaran (Nigeria)Abiodun Karim
Emmanuel Ikegwu
Uneke Okoroafor
Yemisi Ajiboye
C228  Confirmatory and exploratory factor analyses of students’ developmental levels in learning statisticsRini Oktavia (Indonesia)M. Alejandra Sorto
C229  Using Calibrated Peer Review™ in introductary statistics coursesMelissa Q Pittard (United States)William S Rayens
C232  Metonymy as a lens into student understanding of sampling distributionsStacey Hancock (United States)Jennifer Noll
C234  IPUMS International: a data resource for statistics educationPatricia Kelly Hall (United States)Lara Cleveland
Matthew Sobek
C237  Teaching scientific integrity through statisticsMarijtje A.J. Van Duijn (The Netherlands)Wendy J. Post
C238  Teaching hypothesis testing: a necessary challengeWendy J. Post (The Netherlands)Marijtje A.J. Van Duijn
C240  Elements of variance analysis, evaluation of difficulties by questionnaireOsmar D. Vera (Argentina)Carmen Díaz Batanero
C242  Developing conceptual understanding: the role of interactive dynamic technologyGail Burrill (United States)
C244  Invariance and descriptive statisticsGuido del Pino (Chile)
C248  Teaching box plots: An intervention using refutational text and multiple external representationsStephanie Lem (Belgium)Goya Kempen
Eva Ceulemans
Patrick Onghena
Lieven Verschaffel
Wim Van Dooren
C249  Is an active learning space better than traditional classroom for learning experience in a first year statistics tutorial class?Ayse Bilgin (Australia)Greg Robertson
David Bulger
C251  Vergnaud's theory applied to basic school students’ statistical representationsSoledad Estrella (Chile)Arturo Mena
C252  Examining graduate students’ prior mathematics/statistics experiences and their statistics self-perceptions: a third order structural model with latent variable analysisKaren Larwin (United States)
C254  Designing opportunities for students to reason about the relationship between sources and structures of dataJennifer Nickell (United States)Hollylynne S. Lee
C256  Graphical statistics as an option for the improvement of learning in PsychologyMirian Agus (Italy)Maribel Peró-Cebollero
Joan Guàrdia-Olmos
Maria Pietronilla Penna
C257  Education statistics for professional specialization: use of knowledge at the workplace of postgraduate in statisticsJosé Paúl Carrasco Escobar (Mexico)
C258  A comparison of outlier labeling criteria in univariate measurementsMenus Nkurunziza (Burundi)Lea Vermeire
C259  Statistical and mathematical self-efficacy of incoming students at a large public universityUlrike Genschel (United States)Andee Kaplan
Alicia Carriquiry
Elgin Johnston
Wolfgang Kliemann
Kenneth Koehler
Ian Mouzon
C260  Clickers for engagement in the large undergraduate statistics classroom: do clickers improve final grades?Krista Wilde (Canada)
C261  Teaching statistics to non-statistics majorsKolentino N. Mpeta (South Africa)Diteboho Xaba
Ellen Materechera
Mamolahluwa Mokoena
C262  Overview of prospective mathematics teachers’ probabilistic thinkingAmable Moreno (Argentina)José María Cardeñoso
C263  Real-time educational interpreting in statisticsThomas L. Berning (South Africa)
C264  The application of blended learning to large groupsIvona E. Contardo-Berning (South Africa)
C266  The garden sprinkler: an interactive web-based application for teaching design of experimentsKoen Rutten (Belgium)Bart De Ketelaere
Karl Siebertz
David van Bebber
C270  Using the SETS instruments to investigate sources of variation in levels of pre-service teacher efficacy to teach statisticsLeigh Harrell-Williams (United States)M. Alejandra Sorto
Rebecca Pierce
Teri Jo Murphy
Larry Lesser
C271  Graduate students’ learning experienceJosefina Almeda (Philippines)
C273  Assessing dimensionality of the communication, language and statistics survey: a multi-group analysis with introductory statistics students near the US-Mexico borderAmy Wagler (United States)Lawrence M. Lesser
C274  Thinking out of the box in teaching statisticsTim Low (South Africa)
C275  Teaching statistics in a mathematics course in middle school: interdisciplinarity, really?Annie Savard (Canada)Dominic Manuel
C276  A view of statistics education research in Brazilian extreme south coastMauren Moreira Porciúncula da Silva (Brazil)Suzi Samá Pinto
Daiane Lemos de Sá
Lidiane Santos de Freitas
C277  Twitter as a learning tool in higher educationJuan M. López-Zafra (Spain)Sonia de Paz-Cobo
C279  Students' inferential reasoning about sample sizeEthan Brown (United States)
C283  Against All Odds: Inside StatisticsMarsha Davis (United States)
C284  A suggested theoretical basis for teacher learning in statisticsFayez Mourad Mina (Egypt)
C286  Teaching statistics in the Arab countries: the ambitions and the needsHanan Innabi (Jordan)
C287  Enhancing statistical literacy and thinking through analysis of scientific journal articlesMahtash Esfandiari (United States)Kekona Sorenson
Dave Zes
Kevin Nichols
C289  Bridging the gap of manpower training for statistics education in Nigerian colleges of education: an empirical evaluation of some selected colleges in south-western NigeriaOluokun Kasali Agunloye (Botswana)
C290  Teaching critical thinking through the introductory statistics classMark Ferris (United States)Sherri Cheng
Frank Wang
Jessica Perolio
C291  Disabilities people: Quotas Law which may exist behind the RAIS statistics and census of IBGEPaulo Oliveira (Brazil)