The purpose of this article is to sketch a hypothetical descriptive framework of statistical knowledge for teaching. Because statistics is a discipline in its own right rather than a branch of mathematics, the knowledge needed to teach statistics is likely to differ from the knowledge needed to teach mathematics. Doing statistics involves many…

Traditional elementary statistics instruction for non-majors has focused on computation. Rarely have students had an opportunity to interact with real data sets or to use questioning to drive data analysis, common activities among professional statisticians. Inclusion of data gathering and analysis into whole class and small group activities…