Introductory statistics textbooks and the GAISE recommendations

Dunn, Peter K. and Carey, Michael D. and Farrar, Michael B. and Richardson, Alice M. and McDonald, Christine (2017) Introductory statistics textbooks and the GAISE recommendations. The American Statistician, 71 (4). pp. 326-335. ISSN 0003-1305

Abstract

The six recommendations made by the Guidelines for Assessment and Instruction in Statistics Education (GAISE) committee were first communicated in 2005 and more formally in 2010. In this article, 25 introductory statistics textbooks are examined to assess how well these textbooks have incorporated the three GAISE recommendations most relevant to implementation in textbooks (statistical literacy and thinking; use of real data; stress concepts over procedures). The implementation of another recommendation (using technology) is described but not assessed. In general, most textbooks appear to be adopting the GAISE recommendations reasonably well in both exposition and exercises. The textbooks are particularly adept at using real data, using real data well, and promoting statistical literacy. Textbooks are less adept—but still rated reasonably well, in general—at explaining concepts over procedures and promoting statistical thinking. In contrast, few textbooks have easy-usable glossaries of statistical terms to assist with understanding of statistical language and literacy development. Supplementary materials for this article are available online.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version, in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Health, Engineering and Sciences - School of Agricultural, Computational and Environmental Sciences
Date Deposited: 22 Jan 2018 02:34
Last Modified: 08 May 2018 01:17
Uncontrolled Keywords: exercises, real data, statistical concepts, statistical literacy, statistical thinking
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
Identification Number or DOI: 10.1080/00031305.2016.1251972
URI: http://eprints.usq.edu.au/id/eprint/33597

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