The Proceedings include all papers presented in the Plenary sessions, Invited Topics 1 to 10, Contributed Sessions and Posters.
Each link below navigates to a complete list of papers for that section, together with appropriate abstracts and further links to PDFs of the individual papers.
. Also see:
| 1A | Building the capacity of mathematics and science teachers to teach statistics |
| 1A1 | Curriculum expectations for teaching science and statistics |
| 1A2 | The Statistical Education of Teachers (SET): an American Statistical Association policy document |
| 1A3 | Building high school pre-service teachers’ knowledge to teach correlation and regression |
| 1B | Building the capacity of new PhDs and graduate students to teach statistics (panel discussion) |
| 1C | Statistics education outreach across the globe |
| 1C1 | Outreach efforts to enhance statistical education and statistical literacy in Hungary |
| 1C2 | OZCOTS: Bringing statistical educators and statisticians together |
| 1C3 | Japanese Inter-university Network for Statistical Education and new trials for development of students’ data analysis skills |
| 1D | Building the capacity to teach and understand statistics in emerging economies |
| 1D1 | On the commencement of a culture of “statistics acceptance” in a higher education institution relatively new at research |
| 1D2 | Building capacity for developing statistical literacy in a developing country |
| 1D3 | Statistics education in Ethiopia: successes, challenges and opportunities |
| 1D4 | Sustaining teachers’ capacity for teaching statistical inference through reflective practice |
| 1E | Building capacity in Statistics majors |
| 1E1 | Skills needed for modern day statisticians |
| 1E2 | Challenges and issues in developing real-world curriculum for data scientists in Japan |
| 1E3 | Building capability in statistics majors: drawing strength from a diverse region |
| 1F | The importance of attitudes in statistics education: sustaining learning processes and outcomes |
| 1F1 | Student attitudes toward statistics from a randomization-based curriculum |
| 1F2 | How do attitudes change from one stats course to the next? |
| 1F3 | A fallacy in student attitude research: the impact of the first class |
| 1F4 | Comparing attitudes toward statistics among students enrolled in project-based and hybrid statistics courses |
| 2A | Early years statistics education: ages 4 - 8 |
| 2A1 | Important ideas in statistics for children aged 4-8 years |
| 2A2 | Establishing statistical foundations early: data modeling with young learners |
| 2A3 | Exposing young children to activities that develop emergent inferential practices in statistics |
| 2B | Middle school statistics education: ages 8 - 13 |
| 2B1 | Middle school (ages 10 – 13) students’ understanding of statistics |
| 2B2 | Where’s your evidence? Challenging young students’ equiprobability bias through argumentation |
| 2B3 | Student perspectives on being introduced to using Tinkerplots for investigations |
| 2C | Secondary school statistics education: ages 13 + |
| 2C1 | On the delicate relation between informal statistical inference and formal statistical inference |
| 2C2 | High school (ages 14 – 18) students’ understanding of statistics |
| 2C3 | Teaching statistics at secondary education in Italy: some issues on large scale standardized test results |
| 2C4 | Analysis of teachers’ understanding of covariation in the Vitruvian Man context |
| 2D | Statistical education at the Secondary/Higher Education interface |
| 2D1 | What did they learn? Statistics skills: from French secondary school to university |
| 2D2 | Bridging the statistical gap: creating successful secondary/higher education partnerships |
| 2D3 | Preparing future teachers to teach statistics |
| 2E | Using technology at school level to enhance statistical understanding |
| 2E1 | From hat plots to box plots in Tinkerplots: supporting students to write conclusions which account for variability in data |
| 2E2 | Constructing, refining and validating a task for developing reasoning on stabilized frequency distributions in the context of informal inferences |
| 2E3 | Games of chance: tools that help enhance teachers’ notions of statistics and probability |
| 2F | Innovative approaches to improve pedagogical content knowledge at the school level |
| 2F1 | Improving the perceived value and affect of statistics in elementary and middle school teachers through the development of pedagogical content knowledge |
| 2F2 | Statistical knowledge for teaching: elementary preservice teachers |
| 2F3 | High school teachers’ pedagogical content knowledge of variability |
| 2G | Linking research and practice in teaching and learning statistics at the school level |
| 2G1 | Developing statistics teachers’ identity: a look at communities of practice |
| 2G2 | Communities of practice: a theoretical framework to design for teachers’ statistical learning |
| 2G3 | From observing and evaluating variation to measuring and comparing variation |
| 2G4 | Teachers as key stakeholders in research in statistics education |
| 3A | Statistics instructors’ content knowledge |
| 3A1 | Developing pre-service teachers’ technological pedagogical content knowledge (TPACK) of sampling |
| 3A2 | Analysis of teachers’ understanding of variation in the dot-boxplot context |
| 3A3 | Beyond calculations: fostering conceptual understanding in statistics graduate teaching assistants |
| 3B | Statistics instructors’ knowledge of students’ development of fundamental statistics concepts |
| 3B1 | A certification system for statistics knowledge and skills by Japanese Statistical Society |
| 3B2 | Teachers’ knowledge of students’ conceptions and their development when learning linear regression |
| 3B3 | The impact of a teachers’ attention deriving on students’ statistical discourse |
| 3C | Statistical instructors’ knowledge of assessing students’ learning of statistics |
| 3C1 | Trends in students’ conceptual understanding of statistics |
| 3C2 | Discerning students’ statistical thinking: a researcher’s perspective |
| 3C3 | The LOCUS assessment at the college level: conceptual understanding in introductory statistics |
| 3D | Statistics instructors’ use of technology for teaching statistics |
| 3D1 | Using bootstrap dynamic visualizations in teaching |
| 3D2 | Reflections on using technology to teach statistics in Kenya |
| 3D3 | Using the Open Learning Initiative (OLI) to support teaching statistics to international politics students |
| 3D4 | The use of technology in a mentor teacher course in statistics education |
| 3E | Professional development of statistics instructors |
| 3E1 | Building the capacity of mathematics and science teachers to teach statistics |
| 3E2 | Project-SET materials for the teaching and learning of sampling variability and regression |
| 3E3 | Implementing GAISE recommendations through “doing statistics” tasks |
| 3F | Theory and practice of statistics: curriculum for statistics teachers |
| 3F1 | Suitability criteria for teachers’ education programs in mathematics and statistics education |
| 3F2 | Relationships between curriculum knowledge of in-service Mexican teachers and statistics |
| 3F3 | Preparing teachers to teach statistics: developing professional knowledge and practice |
| 4A | Randomisation and bootstrapping: the quick way to inference |
| 4A1 | Accepting the challenge: constructing a randomisation pathway for inference into our traditional introductory course |
| 4A2 | Using simulation/randomization to introduce p-value in week 1 |
| 4A3 | Intuitive introduction to the important ideas of inference |
| 4B | Use of student response systems in teaching statistics at the university level |
| 4B1 | Clickers, simulations, and conceptual understanding of statistical inference |
| 4B2 | Teaching data analysis in large classes using clicker assessment |
| 4B3 | Teaching discrete distributions using contingent teaching with clickers |
| 4B4 | Personal response systems as a learning aid in an epidemiology course for postgraduate statistics students |
| 4C | Rank-based inference, association measures and nonparametric statistics |
| 4C1 | Is the real world normal? |
| 4C3 | Combining nonparametric inferences using data depth, bootstrap and confidence distribution |
| 4C4 | Should we still teach rank-based distribution-free procedures? |
| 4D | Exchanging pedagogy between post-secondary and secondary school statistics courses |
| 4D1 | Exchanging statistics pedagogy between the master teacher and the future teacher |
| 4D2 | Statistics for all students |
| 4D3 | Exchanging pedagogy between post-secondary and secondary school statistics courses |
| 4D4 | Exchanging pedagogy between post-secondary and secondary school statistics courses: facilitating meaningful professional development |
| 4E | We know you need to know statistics, do you? |
| 4E1 | Measuring university students’ approaches to learning statistics: a cross-cultural and multilingual version of the ASSIST |
| 4E2 | A comparison of attitudes between traditional and hands-on classes in an introductory statistics course |
| 4E3 | Turkish ASSIST: measuring university students’ approaches to learning statistics |
| 4F | Opening up the data world wider and faster |
| 4F1 | Introductory statistics in the 21st century |
| 4F2 | DataFest: celebrating data in the data deluge |
| 4F3 | Middleware for Middle Earth |
| 4F4 | Open data, civil society and monitoring progress: challenges for statistics education |
| 5A | Evidence-based policy making |
| 5A1 | The use of official statistics in evidence based policy making in New Zealand |
| 5A2 | Challenges to evidence-based policy making in the decentralized U.S. statistical system |
| 5A3 | Statistics education, collaborative research, and LISA 2020: a view from Nigeria |
| 5A4 | International statistical standards as enabler for evidence-based policy making: the case of tourism statistics |
| 5B | Evidence-based management |
| 5B2 | The prevalence of statistics and data mining in management journals |
| 5B3 | Bringing the workplace into a National Certificate in Official Statistics |
| 5B4 | How do school principals understand and use the statistics in reports from national large-scale assessments? |
| 5C | Statistics education beyond qualification (panel discussion) |
| 5D | Development of statistical thinking in the workplace |
| 5D1 | Improving statistical literacy at university |
| 5D2 | The contributions of Six Sigma to the development of statistical thinking in the workplace |
| 5D3 | Development of training methods to accelerate the competencies in Weibull analysis: case study in the automotive industry |
| 5E | Mentoring young statisticians in the workplace |
| 5E1 | The importance of inter-personal skills on statistical teams |
| 5E2 | Best practices in mentoring and training young statisticians |
| 5E3 | Mentoring advanced and newly graduated masters and Ph.D students |
| 5F | Bridging the gap between current statistical practice in the workplace and modern statistics |
| 5F1 | Tradition should not supplant understanding and insight |
| 5F2 | Once were warriors: the need of re-education in mathematics and computing for life “scientisticians” |
| 5F3 | Training to develop modern statistics in the workplace using R and R Commander – experiences from the New Zealand government sector |
| 5H | In search of evidence: exploring the relationship between real workplace based data and statistics education |
| 5H1 | Workplace and official statistics: how can higher education contribute to a better relationship? |
| 5H2 | Experiences with real and accessible recent data in context to motivate student learning at higher levels in statistics |
| 5H3 | Supporting statistical consultant decision-making within a case-based learning environment |
| 6A | Bayesian inference (probability) goes to school: meanings, tasks and instructional challenges |
| 6A1 | Will the real Bayesian probablity please stand up!? |
| 6A2 | Proto-Bayesian reasoning of children in fourth class |
| 6A3 | Exploring realistic Bayesian modeling situations |
| 6B | Probability and p-values — probing the problems |
| 6B1 | Impact of a simulation/randomization-based curriculum on student understanding of p-values and confidence intervals |
| 6B2 | Teaching probability: using levels of dialogue and proportional reasoning |
| 6B3 | The interpretation of effect size in published articles |
| 6C | Interdisciplinarity and innovation |
| 6C1 | Sampling in the wild |
| 6C2 | Using re-sampling and sampling variability in an applied context as a basis for making statistical inferences with confidence |
| 6C3 | A case study of an elementary school student’s understanding of stochastic prognoses |
| 6D | Teaching probability to future teachers of mathematics and statistics |
| 6D1 | Step-by-step activities in the classroom preparing to teach the frequentist definition of probability |
| 6D2 | Learning and teaching probability in the 21st century |
| 6D3 | Transforming media items into classroom tasks in the context of a study group |
| 6E | Modeling distributions to connect chance processes, data production, and data distributions |
| 6E1 | Model-based informal inference |
| 6E2 | Visual representations of empirical probability distributions when using the granular density metaphor |
| 6E3 | Multidirectional modelling for fostering students’ connections between real contexts and data, and probability distributions |
| 6F | Teachers’ awareness of conceptual connections between probability and statistics |
| 6F1 | Teachers and students: from an intuitive approach to a rational evaluation of probability |
| 6F2 | Challenges for learning about distributions in courses for future Mathematics teachers |
| 6F3 | Odds that don’t add up |
| 7A | Statistical literacy beyond the classroom |
| 7A1 | Odyssey: a journey to lifelong statistical literacy |
| 7A2 | Teaching statistics for engagement beyond classroom walls |
| 7A3 | Taking statistical literacy to the masses with YouTube, blogging, Facebook and Twitter |
| 7B | Statistical literacy requirements for teachers |
| 7B1 | Statistical literacy requirements for teachers |
| 7B2 | Developing statistical knowledge for teaching of variability through professional development |
| 7B3 | Teachers’ views related to goals of the statistics classroom – from global to content-specific |
| 7C | Assessment of statistical literacy |
| 7C1 | Towards statistical literacy - relating assessment to the real world |
| 7C2 | Establishing the validity of the LOCUS assessments through an evidenced-centered design approach |
| 7C3 | Sufficiently assessing teachers’ statistical literacy |
| 7D | Developing statistical literacy: Case studies and lessons learned |
| 7D1 | Students’ beliefs about the benefit of statistical knowledge when perceiving information through daily media |
| 7D2 | Changing the course: from boring numeracy to inspiring literacy |
| 7D3 | A numeracy infusion course for higher education (NICHE): strategies for effective quantitative reasoning (QR) instruction |
| 7D4 | Implementing a quantitative literacy core competency requirement in the College of Arts and Science at Miami University |
| 7E | Factors that affect statistical literacy |
| 7E1 | Critical thinking as an impact factor on statistical literacy – theoretical frameworks and results from an interview study |
| 7E2 | A multilevel perspective on factors influencing students’ statistical literacy |
| 7E3 | Sustaining communication of the value of statistics in the humanities |
| 7F | Factors that affect statistical literacy II |
| 7F1 | Reconceptualizing statistical literacy: Developing an assessment for the modern introductory statistics course |
| 7F2 | Improving statistical literacy through supplemental instruction |
| 7F3 | Interpreting variation of data in risk-context by middle school students |
| 8A | Research on developing students’ reasoning using simulation methods for introductory statistical inference: Session I |
| 8A1 | Students’ visual reasoning and the randomization test |
| 8A2 | Designing and implementing an alternative teaching concept within a continuous professional development course for German secondary school teachers |
| 8A3 | Quantitative evidence for the use of simulation and randomization in the introductory statistics course |
| 8B | Research on developing students’ reasoning using simulation methods for introductory statistical inference: Session 2 |
| 8B1 | The symbiotic, mutualistic relationship between modeling and simulation in developing students’ statistical reasoning about inference and uncertainty |
| 8B2 | Bootstrapping for learning statistics |
| 8B3 | From data to decision-making: using simulation and resampling methods to teach inferential concepts |
| 8C | Research on developing students’ informal statistical inferential reasoning |
| 8C1 | Informal statistical inference revisited |
| 8C2 | Students’ reasoning about uncertainty while making informal statistical inferences in an “integrated pedagogic approach” |
| 8C3 | Exploring informal inferential reasoning through data games |
| 8D | Research on developing students’ statistical reasoning |
| 8D1 | Long-term impact on students’ informal inferential reasoning |
| 8D2 | Statistical reasoning with the sampling distribution |
| 8D3 | Extending the curriculum with TinkerPlots: opportunities for early development of informal inference |
| 8E | Research on developing students’ probabilistic reasoning |
| 8E1 | Empirical research on understanding probability and related concepts — a review of vital issues |
| 8E2 | Reasoning development of a high school student about probability concept |
| 8E3 | Characteristics of students’ probabalistic reasoning in a simulation-based statistics course |
| 8F | Research on professional development of teachers in statistics |
| 8F1 | Teachers’ professional development in a stochastics investigation community |
| 8F2 | A teacher development program in statistics within a community of practice |
| 8F3 | Professional development for teaching statistics: a collaborative action research project with middle-school mathematics teachers |
| 8F4 | Learning and teaching statistical investigations: a case study of a prospective teacher |
| 8G | Theoretical frameworks in statistics education research |
| 8G1 | Describing distributions |
| 8G3 | Cultural diversity in statistics education: bridging uniqueness |
| 8G4 | About central issues of mental model theory in context of learning statistics |
| 8H | Publishing in education research journals (panel discussion) |
| 8I | Research on risk literacy |
| 8I1 | Getting alternative representations for risk into the school syllabus |
| 8I3 | Risk literacy: first steps in primary school |
| 8I4 | Comparing fast and frugal trees and Bayesian networks for risk assessment |
| 8J | Research on technology in statistics education |
| 8J1 | Constructing inferential concepts through bootstrap and randomization-test simulations: a case study |
| 8J2 | Measuring the effectiveness of using computer assisted statistics textbooks in Kenya |
| 8J3 | Comparing groups by using TinkerPlots as part of a data analysis task — tertiary students’ strategies and difficulties |
| 9A | The design of digital tools and technology-enhanced learning environments for teaching statistics |
| 9A1 | Expressions of uncertainty when variation is partially-determined |
| 9A2 | A learning trajectory on hypothesis testing with TinkerPlots – design and exploratory evaluation |
| 9A3 | Students’ emergent roles in developing their reasoning about uncertainty and modeling |
| 9B | Modeling, randomization and simulation tools for connecting data and chance |
| 9B1 | Hierarchical data visualization as a tool for developing student understanding of variation of data generated in simulations |
| 9B2 | StatKey: online tools for bootstrap intervals and randomization tests |
| 9B3 | Teaching resampling in an introductory statistics course |
| 9C | The emerging concepts of “data science” and “big data” for educational purposes |
| 9C1 | Exploring “white flight” via open data and big data |
| 9C2 | Teaching data science to teenagers |
| 9C3 | Integrating big data into the science curriculum |
| 9D | E-learning, E-teaching and E-assessment in fully online, blended and open virtual web-based courses |
| 9D1 | Experiences teaching an introductory statistics MOOC |
| 9D2 | Statistical reasoning’s new look |
| 9D3 | Using Carnegie Mellon’s Open Learning Initiative (OLI) to support the teaching of introductory statistics: experiences, assessments and lesson learned |
| 9D4 | A mobile web for enhancing statistics and mathematics education |
| 9E | Supporting teachers’ use of new statistics technology in their classrooms and development of their technological-pedagogical content knowledge |
| 9E1 | Data and Chance with FATHOM — teaching material for implementing computer-based stochastic courses |
| 9E2 | Designing technology-rich learning environments for secondary teachers to explore and prepare to teach statistics |
| 9E3 | How a curriculum may develop technological statistical knowledge: a case of teachers examining relationships among variables using Fathom |
| 9F | Technology for developing statistical thinking, reasoning, and literacy |
| 9F1 | Year six students’ reasoning about random “bunny hops” through the use of TinkerPlots and peer-to-peer dialogic interactions |
| 9F2 | Technology for developing statistical thinking: a psychological perspective |
| 9F3 | Integrating technology in regular statistics courses and assessments of pre-service teachers |
| 9G | Educational software for helping students learn statistics |
| 9G1 | An early look at rich learning analytics: statistics students playing “Markov” |
| 9G2 | Improving the attitudes of high school students towards statistics: an island-based approach |
| 9G3 | Using on-line quizzes to help students learn probability and statistics |
| 9H | Future trends for technology in statistics education (panel discussion) |
| 10A | Collaborations between Statistics agencies and academia (schools/universities/colleges) |
| 10A2 | Developing statistical literacy amongst in-service teachers through a collaborative project |
| 10A3 | SMARTCensus – making sense of census data |
| 10A4 | More ways to Heaven than one: improving statistical literacy in Ireland |
| 10C | Collaboration among countries |
| 10C1 | Statistics and probability curriculum development for future elementary teachers in Chile: collaboration among countries |
| 10C3 | How the curriculum shapes teachers’ thinking: a comparison of New Zealand and Australian teachers’ thinking about statistics |
| 10C4 | Building strength from compromise: a case study of five year collaboration between the Statistical Services Centre of the University of Reading, UK, and Maseno University, Kenya |
| 10E | Research projects collaborations |
| 10E1 | Open lessons impact statistics teaching teachers’ beliefs |
| 10E2 | Conducting successful cross-institutional research in statistics education |
| 10E3 | Peer learning in statistics beyond the University curriculum |
