ICOTS 8 2010

Ljubljana, Slovenia

• Welcome from the IASE President : Helen MacGillivray
• Editors’ Preface, Acknowledgements : Chris Reading
• Sponsors

Videos of Plenary Talks

• What showbiz has to do with it➶ : Hans Rosling
• The strength of evidence versus the power of belief: are we all Bayesians?➶ : Jessica Utts
• Helping doctors and patients make sense of health statistics: towards an evidence-based society➶ : Gerd Gigerenzer
• Unifying graduate statistics: a big umbrella for a small country➶ : Anuška Ferligoj
• The virtues of building on sand➶ : Cliff Konold

Plenaries

• What showbiz has to do with it : Hans Rosling
• The strength of evidence versus the power of belief: are we all Bayesians? : Jessica Utts
• Helping doctors and patients make sense of health statistics: towards an evidence-based society : Gerd Gigerenzer
• Unifying graduate statistics: a big umbrella for a small country : Anuška Ferligoj
• The virtues of building on sand : Cliff Konold

Data and context in statistics education: towards an evidence-based society

Evidence-based medicine

• 1A1: Evidence-generating research and evidence-based medicine : Glenn Jones
• 1A2: Divergent needs of learners in evidence based medicine : Karen Smith
• 1A3: Drip-feed education: statistics notes in the British Medical Journal : Martin Bland, Douglas Altman

Evidence-based policy making

• 1B1: Evidence-based policy making: the Pensions Commission and beyond : Joanna Littlechild, Bav Hirani
• 1B3: The evidence gap and its impact on public policy and decision-making in developing countries : Ben Kiregyera

Evidence-based management

• 1C1: Diagnosis, provision and assessment of quantitative skills for managers in local government : Shirley Coleman, Richard Browne
• 1C2: Information quality for process improvement : Oriol Camps-Lorente, Xavier Tort-Martorell
• 1C3: The evidence-based management of learning: diagnosis and development of conceptual thinking with Meaning Equivalence Reusable Learning Objects (MERLO) : Masha Etkind, Uri Shafrir, Ron Kenett
• 1C4: Enhanced TESF methodology for course excellence : Stefano Barone, Eva Lo Franco

The researcher/practitioner gap

• 1D3: Bridging the researcher-practitioner gap: views from different fields : Gabriella Belli

Creating an evidence-based society

• 1F1: Wikis, dynamic charts, videos and other innovative tools to transform statistics into knowledge : Enrico Giovannini
• 1F2: What we know and what we should know : Maria Manuel da Silva Nascimento, José Alexandre Martins
• 1F3: Analysis of clustered measurements: a comparison of the performance of foundation year students, 1994 cohort, with those of direct students, 1995 cohort, at the University of Limpopo, South Africa : Maseka Lesaoana, Maupi Letsoalo

Lies, damn lies, statistics: lessons from past and present for the future

• 1G1: The “compleat” applied statistician : Donald L Bentley
• 1G2: Unintentional lies in the media: don’t blame journalists for what we don’t teach : Jessica Utts

Statistics education at the school level

Learners’ first experiences of handling data — focusing on 7 to 13 year olds

• 2A1: National testing of data handling in years 3, 5 and 7 in Australia : Steven Nisbet
• 2A2: Does context expertise make a difference when dealing with data? : Cynthia Langrall
• 2A3: Linking problems, conclusions and evidence: primary students’ early experiences of planning statistical investigations : Jill Fielding-Wells
• 2A4: Engaging young children in informal statistical inference : Efi Paparistodemou, Maria Meletiou-Mavrotheris

Secondary-level statistical education

• 2B1: Random walks in teaching probability at the high school : Hugo Hernández, Verônica Yumi Kataoka, Marcelo Silva de Oliveira
• 2B2: Data analysis: linking mathematics, science, and social studies : Jerry Moreno
• 2B3: Helping mathematics teachers teach statistics: challenges and potentials : Doreen Connor
• 2B4: Making sense of statistical studies: a capstone experience for secondary students : Daren Starnes, Roxy Peck

Statistical education at the Secondary/Higher Education interface

• 2C1: Approaches to extra-curricular statistics support for non-statistics UG and PG: facilitating the transition to Higher Education : Lu Zou, Chetna Patel, Brigitte Garcia de Jager
• 2C2: SPoC – Statistics Poster Challenge for schools : Brad Payne, Eleanor Stillman
• 2C3: Creating a World population model to analyze the dynamics of change : Henry Kranendonk

Using technology at school level to enhance statistical understanding

• 2D1: Statistical software for teaching: relevant, appropriate and affordable : Stewart Andrews
• 2D2: Enhancing students’ inferential reasoning: from hands on to “movie snapshots” : Pip Arnold, Maxine Pfannkuch
• 2D3: Fathom that!: an ethnography of the use of interactive data analysis software in a statistics class of a high school serving low-income students : Vishakha Parvate
• 2D4: Using data to make sense of statistics: the role of technology in scaffolding understanding : Gail Burrill

Improving the teaching of statistics at school level

• 2E1: Overcoming obstacles to supporting secondary teachers’ statistical content knowledge for teaching : Sandra Madden
• 2E2: Teachers’ understanding of students’ conceptions about chance: an expert-novice contrast : Lucia Zapata-Cardona
• 2E3: Using classroom video to identify development of teacher knowledge : Tim Burgess
• 2E4: Professional development through collaborative analysis of student work : Andee Rubin

Making connections between educational research and teaching statistics at the school level

• 2F1: Teacher knowledge and confidence in grade 8 and 9 data handling and probability : Helena Wessels, Hercules Nieuwoudt
• 2F2: Helping teachers to make effective use of real-world examples in statistics : Helen Chick, Robyn Pierce
• 2F3: Exploring relations of Vitruvian Man to develop students’ reasoning about variation : Cláudia Borim da Silva, Irene Cazorla, Verônica Yumi Kataoka, Sandra Magina
• 2F4: Researchers cultivating a long-term relationship with schools : Anthony Bill

Learning to teach statistics

Professional development of teachers

• 3A1: Tools for fostering and guiding the statistics teachers’ reflection on their own practice : Juan D Godino
• 3A2: Statistics teacher of the new era: another specialized mathematician or a totally different person? : Theodore Chadjipadelis, Efi Paparistodemou, Maria Meletiou-Mavrotheris
• 3A3: Teaching primary teachers to teach statistical investigations: the uniqueness of initial experiences : Katie Makar
• 3A4: Training in-service teachers to develop statistical thinking : Ana Luisa Gómez Blancarte, Ernesto Sánchez

Pre-service preparation for primary teachers

• 3B1: Student teachers developing their knowledge about data handling using TinkerPlots : Carlos Eduardo Monteiro, Andreika Asseker, Liliane Carvalho, Tânia Campos
• 3B2: Preparing elementary school teachers to teach statistics — an international dilemma : Tim Jacobbe
• 3B3: Teaching statistics at the primary level: identifying obstacles and challenges in teacher preparation from looking at teaching : Aisling Leavy

The impact of technology on learning to teach statistics

• 3C1: A model for teacher knowledge as a basis for online courses for professional development of statistics teachers : Thomas Wassong, Rolf Biehler
• 3C2: Students’ understanding and reasoning about sample size and the law of large numbers after a computer-intensive introductory course on stochastics : Carmen Maxara, Rolf Biehler
• 3C3: An attempt to reconcile teaching content, pedagogy, and software in an online course for teachers : William Finzer
• 3C4: High school teachers’ reasoning about data analysis in a dynamics statistical environment : Santiago Inzunsa, José Alfredo Juárez

Learning to use context in teaching statistics at school and tertiary level

• 3D1: The multiple roles of context in the development of students’ informal inferential reasoning : Dani Ben-Zvi
• 3D2: Structuring contexts for statistical treatment: initializing statistical reasoning : Erna Lampen
• 3D3: Educational versions of authentic practices as contexts to teach statistical modeling : Adri Dierdorp, Arthur Bakker, Jan van Maanen, Harrie Eijkelhof

Learning to teach data-based statistics at school and tertiary level

• 3E1: Towards evaluation criteria for coherence of a data-based statistics curriculum : Anneke Verschut, Arthur Bakker
• 3E2: Some issues of data production in teaching statistics : Carl Lee
• 3E3: Models of teacher preparation designed around the GAISE Framework : Christine Franklin, Gary Kader

Similarities and contrasts in teaching mathematical and statistical thinking

• 3F1: Chance and necessity: the languages of probability and mathematics : Ramesh Kapadia
• 3F2: Mathematical logic and statistical or stochastical ways of thinking: an educational point of view : Ödön Vancsó
• 3F3: Exploration and induction versus confirmation and deduction : Kathryn Laskey, Laura Martignon

Diversity in types of teaching at the tertiary level

• 3G1: How technology can help or complicate the teaching of statistics depending on the class size : Bruno de Sousa, José Vicente Novegil Souto
• 3G2: Diversity and differentiated instruction and learning : W Robert Stephenson
• 3G3: Equity and the increasingly diverse tertiary student population: challenges and opportunities in statistics education : Lawrence Lesser

Practicum learning to teach statistics: perspectives from young staff

• 3I1: Testing, testees, and tested: practical lessons from the first years at a small teaching-focused university : R Adam Molnar
• 3I2: Novice experience from teaching service courses in statistics : Matina Rassias
• 3I3: How young statistics academics learn to teach statistics : Helen Johnson, Helen Thompson

Statistics education at the post secondary (tertiary) level

A taxonomy of statistics courses

• 4A1: Banishing the theory-applications dichotomy from statistics education : Larry Weldon
• 4A2: Accommodating specialists and non-specialists in statistics courses : Kevin Keen
• 4A3: Specialized basic courses for engineering students: a necessity or a nuisance? : Lena Zetterqvist

Less parametric methods in statistics

• 4B1: The use of statistical software to teach nonparametric curve estimation: from Excel to R : Ricardo Cao, Salvador Naya
• 4B2: On teaching bootstrap confidence intervals : Joachim Engel
• 4B3: Exploring data with non- and semiparametric models : Marlene Müller

Methods for ordinal data analysis

• 4C1: Teaching: a way of implementing novel statistical methods for ordinal data to researchers : Elisabeth Svensson
• 4C2: Fitting transition models to longitudinal ordinal response data using available software : Mojtaba Ganjali
• 4C3: An illustration of multilevel models for ordinal response data : Ann A O’Connell

Innovations in teaching statistics at the tertiary level

• 4D1: Real-life module statistics: a happy Harvard experiment : Xiao-Li Meng, Kari Lock
• 4D3: Enriching statistics courses with statistical diversions : Eric Sowey, Peter Petocz
• 4D4: Stats2: An applied statistics modeling course : Jeffrey Witmer

Heterogeneity of student levels

• 4E1: Teaching critical thinking to first year university students : Jennifer Brown, Irene David
• 4E2: Medical students and statistics challenges in teaching, learning and assessment : Philip Sedgwick
• 4E3: An overview of techniques used in the teaching and assessing of knowledge and application of statistical skills across undergraduate levels : Rosie McNiece

Sensible use of multivariate software

• 4F1: Effect sizes and confidence intervals for multivariate analysis: how complete are published accounts of research in psychology? : Fiona Fidler, Lisa L Harlow, Geoff Cumming, Jacenta Abbott
• 4F2: A sampling of analyses and software use for cluster randomized trials over the last decade : Elly Korendijk, Joop Hox
• 4F3: Applying idiographic research methods: two examples : Wayne Velicer
• 4F4: Exploratory factor analysis in Mplus, R and SPSS : Sigbert Klinke, Andrija Mihoci, Wolfgang Härdle

Learning statistics through projects

• 4G1: Incorporating a research experience into an early undergraduate statistics course : Shonda Kuiper
• 4G2: Student discovery projects in data analysis : Mike Forster, Helen MacGillivray
• 4G3: Formulating statistical questions and implementing statistics projects in an introductory applied statistics course : Katherine Halvorsen

Integrating consulting with graduate education

• 4H1: Experiences with research teams comprised of graduate students, faculty researchers, and a statistical consulting team : Heather Smith, John Walker
• 4H2: Communication in statistical consultation : Wessel Hendrik Moolman
• 4H3: Lessons we have learned from post-graduate students : Sue Finch, Ian Gordon

Integrating Bayesian methods with traditional statistics education

• 4I1: Psychology students’ understanding of elementary Bayesian inference : Carmen Díaz
• 4I2: Comparing the Bayesian and likelihood approaches to inference: a graphical approach : Bill Bolstad
• 4I3: The very beginning of a class on inference: classical vs Bayesian : Lisbeth Cordani
• 4I4: Teaching young grownups how to use Bayesian networks : Stefan Krauss, Georg Bruckmaier, Laura Martignon

Sampling populations

• 4J1: Teaching survey sampling with the “sampling” R package : Alina Matei, Yves Tillé
• 4J2: The use of Monte Carlo simulations in teaching survey sampling : Anne Ruiz-Gazen, Camelia Goga
• 4J3: Understanding sample survey theory with the “replicates-duplicates” approach : Pierre Lavallée

Assessment in statistics education

Assessing progress and performance with authentic and alternative assessment techniques

• 5A1: Assessment within Census at School: a pilot program in the United States : Martha Aliaga, Rebecca Nichols
• 5A2: Contrasting cases: the “B versus C” assessment tool for activating transfer : Rachelle Hackett
• 5A3: Assessing pre-service teachers’ conceptions of randomness through project work : Carmen Batanero, Pedro Arteaga, Blanca Ruiz, Rafael Roa

Methods for large scale assessment of meaningful knowledge of statistics

• 5B1: The statistics items in the Brazilian National Student Performance Exam (ENADE) : Claudette Vendramini, Samantha Oliveira Nogueira, Fernanda Luzia Lopes
• 5B2: What do you know? Assessment beyond the traditional roles : Susan Starkings
• 5B3: Text analytic tools for the cognitve diagnosis of student writings : Tjaart Imbos, Ton Ambergen

The use of innovative technologies to enhance assessment of statistical knowledge

• 5D1: Statistics assessment: the good, the bad, and the ugly : James Nicholson, Jim Ridgway, Sean McCusker
• 5D2: Issues for the assessment and measurement of statistical understanding in a technology-rich environment : Rosemary Callingham
• 5D3: Technologies for enhancing project assessment in large classes : Michael Bulmer

Assessing statistical literacy and critical understanding of real-world messages related to statistics, probability, and risk

• 5E1: Assessing the interpretation of two-way tables as part of statistical literacy : Jane Watson, Erica Nathan
• 5E2: It’s not what you know, it’s recognising the power of what you know: assessing understanding of utility : Janet Ainley, Dave Pratt
• 5E3: Post secondary and adult statistical literacy: assessing beyond the classroom : Jennifer Kaplan, Justin Thorpe

Assessing statistical reasoning and statistical thinking

• 5F1: Assessing student learning about statistical inference : Beth Chance, John Holcomb, Allan Rossman, George Cobb
• 5F2: Development of an instrument to assess statistical thinking : Auðbjörg Björnsdóttir, Andrew Zieffler, Joan Garfield, Robert C delMas
• 5F3: Towards assessing understanding of prerequisite knowledge for sampling distributions : Michelle Sisto, Tisha Hooks, Michael Posner, Dale Berger

Statistics education, training and the workplace

Environmental statistics

• 6A1: The need for teaching weighted distribution theory: illustrated with applications in environmental statistics : Lyman McDonald
• 6A2: Amarillo by morning: data visualization in geostatistics : William Harper, Isobel Clark
• 6A3: Statistics education in a conservation organisation — towards evidence based management : Ian Westbrooke

Statistics training for researchers in other disciplines

• 6C1: Some different models for interacting with researchers and students in other disciplines : Bryan Manly
• 6C2: Statistics education at Russian agrarian universities: problems and prospects : Galina Kamyshova
• 6C3: Statistics for postgraduates and researchers in other disciplines: case studies and lessons learned : John Harraway
• 6C4: Communicating the value of statistical thinking in research : Gillian Lancaster

Medical statistics

• 6D1: Continuous variables: to categorise or to model? : Willi Sauerbrei, Patrick Royston
• 6D2: Control in clinical trials : Stephen Senn
• 6D3: The applied statistical scientist in a high-profile academic environment : Geert Molenberghs

Statistical applications in the workplace

• 6E1: Training and conducting economic evaluation in public health : Phaedra Corso
• 6E2: Issues in training physicians in the uses of statistics: what do they think they need to know? : Jennifer Freeman, Jim Crossley, Fergus Hamilton, Claire Kok Shun, Molebedi Segwagwe, Philip Sedgwick
• 6E3: Helping make government policy analysts statistically literate : Sharleen Forbes, Paul Bucknall, Nathaniel Pihama

Service learning and statistics: integrating statistics education into the workplace

• 6F1: Combining on- and off-campus service-learning in a statistics methods course : Debra Hydorn
• 6F2: Service-learning for statistics students in the global health arena : Julie Legler
• 6F3: STATCOM @ UHASSELT: yet another benefit for all parties : Herbert Thijs
• 6F4: Promoting opportunities for statistics service-learning at a large urban university : Golden Jackson

Preparing for the world of work: lessons for statistics education from beyond the field

• 6G1: Lessons from medicine for training professional statisticians : Alison Gibbs, Tim Guimond
• 6G2: Applying a model of professional learning to case studies in statistics education : Anna Reid, Peter Petocz, Lars Owe Dahlgren, Madeleine Abrandt Dahlgren
• 6G3: Statistical training for non-statistical staff at the Office for National Statistics : Gemma Hamilton
• 6G4: The importance of teaching statistics in a professional context : Kay Lipson, Glenda Francis

Statistics education and the wider society

Statistics and the media

• 7A1: Association-causation problems in news stories : Milo Schield
• 7A2: Spinning heads and spinning news: the American media’s gap in quantitative reasoning skills : Rebecca Goldin
• 7A3: Statistics on national radio: some insights from working with professional broadcasters : Kevin McConway

Statistics and sports

• 7B2: Statistical models for student projects with sports themes : Robin Lock
• 7B4: Using sports data to motivate statistical concepts: experiences from a freshman course : Vittorio Addona

Statistics in psychology and the social sciences

• 7C1: Learning probability and statistics: cognitive and non-cognitive factors related to psychology students’ achievement : Caterina Primi, Francesca Chiesi
• 7C2: Human sciences student’s difficulties in parametric tests: a contribution to statistics education : Noëlle Zendrera
• 7C3: A cross-cultural psychometric evaluation of the attitude toward Estrada’s statistic scale in teachers : Assumpta Estrada, Jorge Bazán, Ana Aparicio

Statistics education for engineering

• 7D1: Individualised learning for engineers — combining face-to-face teaching with non-linear web learning : Helle Rootzén
• 7D3: The impact of problem-based learning on statistical thinking of engineering and technical high school students : Andreja Drobni? Vidic
• 7D4: Using directed online tutorials for teaching engineering statistics : Richard Wilson

Statistics for biology and the health sciences

• 7E1: Promoting autonomous learning in statistics among undergraduate medical students : Margaret MacDougall
• 7E2: A model to optimise statistical independence and critical thinking amongst researchers in a diverse disciplinary setting : Diana Battistutta, Helen Johnson, Cameron Hurst, Dimitrios Vagenas, Ross Young
• 7E3: Statistics for the biological and environmental sciences: improving service teaching for postgraduates : Ruth Allen, Andrew Folkard, Gillian Lancaster, Bev Abram

Statistics in business

• 7F2: High dimensional data – a growing business : Bart De Ketelaere, Paul Darius
• 7F3: Some arguments for integration of qualitative methods into business statistics courses : Iddo Gal, Irena Ograjenšek

Statistics for non-quantitative majors

• 7G1: Using media reports to promote statistical literacy for non-quantitative majors : Stephanie Budgett, Maxine Pfannkuch
• 7G2: Luring non-quantitative majors into advanced statistical reasoning (and luring statistics educators into real statistics) : Sean McCusker, Jim Ridgway, James Nicholson
• 7G3: A five step framework for interpreting tables and graphs in their contexts : Marian Kemp, Barry Kissane
• 7G4: How we can all learn to think critically about data : Ian Gordon, Sue Finch

Official statistics in statistics education:links between IASE and IAOS

• 7H2: Improving statististical literacy by national and international cooperation : Reija Helenius
• 7H3: Some case studies on the links between National Statistical Offices and statistical educators: what are the main developments? : Dennis Trewin

Research in statistics education

Research on developing students’ statistical reasoning in primary and middle school

• 8A1: Developing primary students’ ability to pose questions in statistical investigations : Sue Allmond, Katie Makar
• 8A2: How students’ spontaneous use of statistical tools shapes their thinking about precision : Rich Lehrer, Cliff Konold, Min-Joung Kim
• 8A3: Emergence of reasoning about sampling among young students in the context of informal inferential reasoning : Einat Gil, Dani Ben-Zvi
• 8A4: Developing statistical reasoning facilitated by TinkerPlots : Noleine Fitzallen, Jane Watson

Research on developing students’ statistical reasoning at secondary and tertiary levels

• 8B1: Inferential reasoning: learning to “make a call” in theory : Chris Wild, Maxine Pfannkuch, Matt Regan, Nicholas Horton
• 8B2: Inferential reasoning: learning to “make a call” in practice : Maxine Pfannkuch
• 8B3: Developing tertiary-level students’ statistical thinking through the use of model-eliciting activities : Robert C delMas, Joan Garfield, Andrew Zieffler
• 8B4: Students’ statistical reasoning about distribution across grade levels: a look from middle school through graduate school : Jennifer Noll, Mike Shaughnessy, Matthew Ciancetta

Making sense of risk

• 8C1: Teaching uncertainty and risk in mathematics and science : Phillip Kent, Dave Pratt, Ralph Levinson, Cristina Yogui, Ramesh Kapadia
• 8C2: Conditions for risk assessment as a topic for probabilistic education : Laura Martignon, Marco Monti
• 8C3: Exploring risk through simulation : Tim Erickson

Research on technology in statistics education

• 8D1: Introducing concepts of statistical inference via randomization tests : John Holcomb, Beth Chance, Allan Rossman, Emily Tietjen, George Cobb
• 8D2: Development of ideas in data and chance through the use of tools provided by computer-based technology : Sibel Kazak, Cliff Konold
• 8D3: Developing students’ computer-supported simulation and modelling competencies by means of carefully designed working environments : Rolf Biehler, Andreas Prömmel
• 8D4: Conceptual issues in quantifying expectation: insights from students’ experiences in designing sampling simulations in a computer microworld : Luis Saldanha

Theoretical frameworks in statistics education research

• 8E1: Quality in statistics education: applying expectancy value models to predict student outcomes in statistics education : Nel Verhoeven
• 8E2: Reasoning about variation: rethinking theoretical frameworks to inform practice : Chris Reading, Jackie Reid
• 8E3: The transformation process from written curricula to students’ learning : Andreas Eichler

Research methodologies in statistics education

• 8F1: Multilevel modeling of educational interventions: educational theory and statistical consequences : Finbarr Sloane
• 8F2: Randomized controlled trials and PhD level training in educational research : Robert Boruch, Erling Boe
• 8F3: Qualitative methods in statistics education research: methodological problems and possible solutions : Sashi Sharma

Research into learning statistics in vocational educational and training

• 8I1: The use of statistical tools by sales managers: forms of rationality and decision-making : Corinne Hahn
• 8I2: Evaluating statistics education in vocational education and training : Peter Martin
• 8I4: The influence of technology on what vocational students need to learn about statistics: the case of lab technicians : Arthur Bakker, Monica Wijers, Sanne Akkerman

Evidence-based statistical practice

• 8J2: The influence of presentation on the interpretation of inferential results : Rink Hoekstra, Henk Kiers, Addie Johnson
• 8J3: The role of external representations in understanding probabilistic concepts : Peter Sedlmeier
• 8J4: Understanding, teaching, and using p values : Geoff Cumming

Technology in statistics education

New paradigms in teaching statistics through technology

• 9A1: Learning to apply statistics using a virtual environment : Stefan Steiner, R Jock MacKay
• 9A2: Learning from the statistician’s lab notebook : Deborah Nolan, Duncan Temple Lang
• 9A3: Pupils reasoning with information and misinformation : Jim Ridgway, James Nicholson

Rethinking the statistics curriculum: computing skills our students need

• 9B1: Developing introductory computing for stats undergraduates : Paul Murrell
• 9B2: Integrating computing and data technologies into the statistics curricula : Duncan Temple Lang, Deborah Nolan
• 9B3: Introducing undergraduates to probability using the open-source programming language R : Jane M Horgan

Virtual environments and experimental learning in statistics education

• 9C1: Setting up experiments in veterinary science: an example of virtual experimentation : Luc Duchateau, Liesbeth Lievens, Paul Darius
• 9C2: A visual approach in the teaching of statistics and probability : Jorge Domínguez-Domínguez, Axel Dominguez-Lopez
• 9C3: Statlab: learning DOE by doing! : Koo Rijpkema, Emiel van Berkum, Marko Boon, Alessandro di Bucchianico

Advancing statistics education through visualization technologies

• 9D1: Using visualisation to teaching data analysis and programming : Hadley Wickham
• 9D2: Statistical cartoons: the role of graphics in understanding statistics : Adrian Bowman

e-learning tools: evaluation and the role of the instructor

• 9E1: Using blended learning environments in teaching introductory statistics to a strong diversity of students: the role of background factors : Dirk Tempelaar, Bart Rienties, Sybrand van der Loeff, Bas Giesbers
• 9E2: Using simulations for active learning: the query-first method in practice : Camille Peres, David Lane, Katherine R Griggs
• 9E3: KNOU mobile learning for innovation in statistics education : Tae Rim Lee
• 9E4: Creating active learning in a large introductory statistics class using clicker technology : Zenaida Mateo

Sharing data for educational purposes (standards, databases, case studies)

• 9F2: Promoting statistical literacy: a European pilot project to bring official statistics into university and secondary school classrooms : Hans-Joachim Mittag
• 9F3: On and off-line dynamic data interrogation : Kate Richards, Neville Davies, Mark Crowley

Effective online educational materials

• 9G1: Online learning materials: are they put to different uses by online and on campus students? : Glenda Francis
• 9G2: In search of the “perfect” blend between an instructor and an online course for teaching introductory statistics : Candace Thille, Marsha Lovette, Oded Meyer
• 9G3: Improving lectures with CAST applets : Doug Stirling

An international perspective on statistics education

Statistics teaching in the Asian context

• 10A1: Statistics education in India: a review : D. S. Hooda
• 10A2: Teaching experiments for a course in introductory statistics : Josefina Almeda, Erniel B Barrios
• 10A3: Meeting the statistical training needs of statistical offices of countries in Asia and the Pacific region: the experience of the statistical research and training centre (SRTC) of the Philippines : Gervacio Selda
• 10A4: The teaching of statistics in the Philippines: moving to a brighter future : Lisa Grace Bersales

Statistics education in Africa

• 10B3: Statistics in Ugandan schools: challenges on instruction and assessment : Charles Opolot-Okurut

Statistics education in developing countries

• 10C1: Assessment of graduate students’ conception of statistical inference: Philippine perspective : Liza Lorena Jala, Enriqueta Reston
• 10C2: Training teachers to teach statistics in South Africa: realities and attitudes : Delia North, Jackie Scheiber, Maria Gabriella Ottaviani
• 10C3: Comparing teachers’ statistical knowledge in Botswana and South Africa: some preliminary results : M Alejandra Sorto
• 10C4: Opportunities, challenges and statistical cooperation in the implementation of a statistical literacy project in Mendoza, Argentina : Adriana D’Amelio

International projects that improve statistics education

• 10D1: Developing a statistical learning environment: Japanese CensusAtSchool project : Kazuhiro Aoyama
• 10D4: An international quantitative education initiative and its impact on statistics education : James Cochran

The role that National Statistics Offices play in promoting statistics literacy

• 10E1: Beyond the data: exploiting the IT tools young and adult people use in their everyday life : Paola Giacché, Giovanni A Barbieri
• 10E2: The lecture series “Economic statistics: data production and data analysis in the official statistics” from the Federal Statistical Office : Markus Zwick, Tim Hochguertel
• 10E3: Statistical literacy assessment and training of government personnel using data from National Statistics Office: Philippine context : Enriqueta Reston

Statistics education in South America

• 10F1: Trajectory and prospects of statistics education in Brazil : Irene Cazorla, Tânia Campos, Cláudia Borim da Silva, Verônica Yumi Kataoka
• 10F2: The impact of an instance of quaternary education : Teresita Evelina Terán, Mercedes Anido de López
• 10F3: Different views of a basic statistics course : Marcos Magalhães
• 10F4: Teaching statistics to physicians: a five-years experience : Ângela Tavares Paes

One hundred years of progress — teaching statistics 1910 to 2010: what have we learned?

• 10G2: Evolutions and revolutions in government statistics, and what we need to teach and learn : Metka Zaletel, Len Cook
• 10G3: One hundred years of progress — teaching statistics 1910 to 2010: what have we learned? Part 1: It’s not mathematics but real data in context : Neville Davies, Vic Barnett, John Marriott
• 10G4: One hundred years of progress — teaching statistics 1910 to 2010: what have we learned? Part 2: Problem solving, pedagogy and employees : John Marriott, Vic Barnett, Neville Davies

Contributed papers

• C101: Dichotomous thinking: a problem beyond NHST : Jerry Lai
• C104: Identifying misconceptions about confidence intervals : Pawel Kalinowski
• C105: Paradoxical games as a didactic tool to train teachers in probability : Carmen Batanero, Jose Miguel Contreras, José António Fernandes, Mario Miguel Ojeda
• C106: Students’ profile in higher education in Italy : Claudia Caruso
• C107: A statistical game: the silent cooperation problem : Ernesto Sánchez, Alejandro Hernández
• C108: A teaching experiment dealing with statistics in high school : Sandra Magina, 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 education : Jean-Claude Régnier, Annick Pradeau, Muhammad Shahid Farooq
• C110: Research in statistical education: competence level of secondary school pupils : María Vega, José M Cardeñoso, Pilar Azcárate
• C111: Statistics education in the social and behavioural sciences: from dichotomous thinking to estimation thinking and meta-analytic thinking : Geoff Cumming
• C112: Comparing outcomes between online and face-to-face statistics courses: a systematic review : Kathleen Mathieson
• C113: Compare students’ attitudes to learn mathematics and statistics in China and Australia : Dong Q Wang, Bingshu Wu
• C114: Assessing mathematics competence in introductory statistics courses: an application of the item response theory : Silvia Galli, Francesca Chiesi, Caterina Primi
• C115: Teaching regression models: an application with simulations : Irene Schiattino, Rosa Montaño, Claudio Silva, Carmen Acuña, Isabel Ormeño
• C116: Students’ opinion on the subjects of statistics and probability in secondary schools of Lisbon, Portugal : Sara Caldeira, 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 cancer : Maria Lucia Marçal Mazza Sundefeld, Lucas Correa Homse, Annelise Katrine Carrara Prieto, Marco Aurélio Borella Rodrigues
• C118: Supporting shifts in teachers’ views and uses of problem context in teaching statistics : Jana Visnovska, 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 syllabuses : Maria Cláudia C Grácio, Cora S T Paiva, Patrícia S O Souza
• C121: Toward improving the quality of doctoral education: a focus on statistics, research methods, and dissertation supervision : Rossi Hassad
• C125: Confidence intervals using interval arithmetic : Juan José González-Henríquez, Nicanor Guerra-Quintana
• C126: Linking probabilities to real-world situations : how do teachers make use of the mathematical potential of simulation programs? : Laurent Theis, Annie Savard
• C127: Statistic for the social sciences: a challenge : Nora Lac Prugent, Liliana Severino
• C128: Improving capacities of translation through an educational process : Carlos Carrión-Pérez, María Candelaria Espinel-Febles
• C129: A content analysis of the statistics education discussion list, EDSTAT-L : Robert N Goldman, 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 pupils : Vincent Grenon, François Larose, Jimmy Bourque, Johanne Bédard
• C131: The concept of mean by primary school students : Gilda Guimarães, Verônica Gitirana, Mabel Marques, Diego dos Anjos
• C132: Independence of events: an analysis of knowledge level in different groups of students : Verônica Yumi Kataoka, Hugo Mael Hernandez Trevethan, Claudia Borim da Silva
• C133: he effect of contextualising probability education on differentiating the concepts of luck, chance, and probabilities among middle and high school pupils in Quebec : François Larose, Jimmy Bourque, Viktor Freiman
• C134: Youth and Adults students interpreting bar and line graphs : Izauriana Lima, Ana Selva
• C135: Teaching statistics at high school: an alternative approach : Lorí Viali, Renate Grings Sebastiani
• C136: Implications of educational reform in Cyprus on the teaching of probability and statistics at the secondary school level : Irini Papaieronymou
• C137: Movies as a tool for improving our classes : Luis J Rodríguez-Muñiz
• C138: Strengthening the understanding of sampling distribution and errors associated to the hypothesis testing in students of agricultural and environmental sciences : María Virginia López, 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 statistics : Alain Bihan-Poudec, François Larose
• C140: A semiotic analysis of “Mônica’s random walk”: activity to teach basic concepts of probability : Tânia Gusmão, Eurivalda Santana, Irene Cazorla, José Cajaraville
• C141: Analysis of activity at statistical literacy: contributions of the activity theory : Aida Carvalho Vita, Eurivalda Santana, Irene Cazorla, Silvana Oliveira
• C142: Fostering students’ statistical reasoning, self-efficacy, and attitudes: findings from a comprehensively reformed undergraduate statistics course : Aboma Olani, Rink Hoekstra, Egbert Harskamp, Greetje van der Werf
• C143: The confidence intervals: a difficult matter, even for experts : Gabriel Yáñez Canal, Roberto Behar Gutiérrez
• C146: Adjusting cognitive load to the student’s level of expertise for increasing motivation to learn : Jimmie Leppink
• C147: Non-statisticians learning statistics : Ayse Bilgin
• C148: Personal Response Systems for teaching postgraduate statistics to small groups. : Andrew Titman, Gillian Lancaster
• C149: Teaching statistics at a superior school of business management. Realities and challenges. : Sandra Nunes, Sandra Oliveira, Sandra Monteiro
• C150: The impact of video-based resources in teaching statistics: A comparative study of undergraduates to postgraduates : Norhayati Baharun, Anne Porter
• C151: Webquest: information and communication technology tool for statistical problem solving for middle school students : Ana Serradó-Bayés
• C152: Coin-sequences and coin-combinations taught as companion tasks : Anthony Bill, Peter Gayton
• C153: Developmental changes in Australian school students’ interest for statistical literacy : Colin Carmichael, Ian Hay
• C154: Statistical analysis from the viewpoint of primary-school teachers and their teaching practice: explorative survey of an Italian region : Renata Clerici, Emanuela Cisco
• C155: Implementing the change: teaching statistical thinking not just methods : Irene David, Jennifer Brown
• C156: The American Psychological Association Publication Manual sixth edition: implications for statistics education : Fiona Fidler
• C157: Motivation and self-efficacy related to probability and statistics: task-specific motivation and proficiency : Martin Gundlach, Sebastian Kuntze, Joachim Engel, Laura Martignon
• C158: Teachers’ perceptions of best practice in statistical literacy education : Ian Hay
• C159: Aspects of statistical literacy between competency measures and indicators for conceptual knowledge: empirical research in the project “RIKO-STAT” : Sebastian Kuntze, Joachim Engel, Laura Martignon, Martin Gundlach
• C163: Crisis of statistics pedagogy in India : Madhu Paranjape
• C164: Developing robust understandings of variation : Susan Peters
• C165: Creating YouTube videos that engage students and enhance learning in statisitics and Excel : Nicola Petty
• C166: Interpreting literacy and numeracy testing reports: what do teachers need to know? : Robyn Pierce, Helen Chick
• C167: The use of statistics in real and simulated investigations performed by undergraduate health sciences’ students : Rui Pimenta, Ana Nascimento, Margarida Vieira, Elísio Costa, Margarita Viera
• C168: Comparison of attitudes towards statistics in graduate and undergraduate health sciences’ students : Rui Pimenta, B. Mónica Faria, Ilídio Pereira, Elísio Costa, Margarida Vieira
• C169: Developing a framework for reasoning about explained and unexplained variation : Jackie Reid, Chris Reading
• C170: Simulating the risk without gambling: can student conceptions generate critical thinking about probability? : Annie Savard
• C172: E-learning of statistics in Africa : Ian Dale, Cary Clark, Roger Stern, Sandro Leidi, David Stern
• C173: The use of computer-based tests to consolidate statistical concepts in Kenya : David Stern, Doug Stirling, Ian Dale, Roger Stern
• C174: Incremental modernisation of statistics teaching and curriculum at Maseno University, Kenya : David Stern, Omolo N Ongati, John Ogonji Agure, Betty Ogange
• C175: Visual representation of the syllabus content about “data” : Theodosia Prodromou, Chris Reading
• C176: Teaching statistics in the context of biology: the symbiosis experience : Edith Seier, Karl H Joplin
• C177: The teaching of statistics and probability in mathematics undergraduate courses : Lorí Viali
• C178: Strategies to make counter-examples while comparing two groups : Kai-Lin Yang, Wen-Han Chang
• C179: Interaction in synchronous chat tutorials to facilitate learning in introductory statistics : Christine McDonald, Birgit Loch, Margaret Lloyd
• C180: Pre-service teachers’ understanding of probability distributions: a multilevel statistical analysis : Theodore Chadjipadelis, Sofia Anastasiadou
• C181: On teaching basic statistics: a capture-recapture example : Flavia Mascioli, Carla Rossi, Daria Scacciatelli
• C182: Trajectories of learning in middle years’ students’ statistical development : Rosemary Callingham
• C183: Statistics for the mathematically challenged : Michael Bedwell
• C184: Dissemination of good practice in teaching, learning and assessment of statistics in higher education : Nasrollah Saebi, Penelope Bidgood
• C185: The student project: the importance of using statistics in being an agricultural scientist : Annalene Sadie
• C186: Developing statistical consultancy skills in post-graduate students: a case study : Stuart Sharples, Emily Yeend, Brian Francis, Gareth Ridall, Jill Booth
• C187: New e-learning course for social survey and introductory statistics : T Hirose, Y Kanazawa, Y Arakawa, M Kagawa, T Mizuhara, Kazunori Yamaguchi
• C188: Simulation using R from within Excel for teaching first year biologists : Gareth Ridall
• C189: Teaching statistics through ExperimentsAtSchool : Mark Crowley, Kate Richards, Neville Davies
• C191: Training of lecturers at Maseno University, Kenya : James Musyoka, David Stern, Joyce Otieno
• C192: The growing role of computers for teaching statistics in Kenya : Parin Kurji, Brigid McDermott, David Stern, Roger Stern
• C193: Teaching strategies to promote statistical literacy: review and implementation : Svetlana Tishkovskaya, Gillian Lancaster
• C194: Resource discovery for teaching datasets. : Valmira Hoti, Brian Francis, Gillian Lancaster
• C197: Distance learning for teacher professional development in statistics education : Maria Meletiou-Mavrotheris, Efi Paparistodemou
• C198: Statstutor: an on-line statistics learning and teaching resource : Alun Owen, 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 epidemiology : Mohamed Abdolell, Jennifer I. Payne
• C202: Hidden jargon: everyday words with meanings specific to statistics : Christine Anderson-Cook
• C203: Student attitudes to real-world projects in an introductory statistics course : Ann Bingham
• C204: Statistics education in the context of critical education: teaching projects : Celso Campos, Maria Lucia L. Wodewotzki, Otavio Jacobini, Denise Lombardo
• C205: Recipe for a Cobb salad in a time of easy computability : Robert H Carver
• C206: Enhancing statistical literacy through short open-ended questions that involve context, data, and upper level thinking : Mahtash Esfandiari, Hai Nguyen, Yuliya Yaglovskaya, Robert Gould
• C207: Introducing large data sets into the classroom: a graphical user interface for teaching with databases : Ulrike Genschel, Heike Hofmann, Danielle S. Wrolstad
• C208: Enhancing conceptual understanding with data driven labs : Robert Gould, Gretchen Davis, Rakhee Patel, Mahtash Esfandiari
• C210: Linking the randomization test to reasoning about p-values and statistical significance : Sharon Lane-Getaz
• C212: A key problem: pedagogical tradeoffs along familiar and generic dimensions : Dragan Trninic, Dor Abrahamson
• C213: Teaching introductory statistics using student generated data in a large class : Aklilu Zeleke, Carl Lee
• C215: Teaching statistics in a language other than the students’ : Khidir Abdelbasit
• C217: Interpretative skills and capacity to communicate statistically: a differential analysis : Emília Oliveira, Pedro Campos
• C218: University introductory statistics courses in Iceland : Auðbjörg Björnsdóttir
• C251: Statistical data analysis in psychology. generation of self examination questionnaires for students: approach to the item : Joan Guàrdia-Olmos, Maribel Peró-Cebollero, Montserrat Freixa-Blanxart, Jaume Turbany-Oset, Amàlia Gordóvil-Merino, María Carrera-Fernández
• C253: Meta database for datasets regarding statistical education : Peter Pipelers, Ellen Deschepper, Heidi Wouters, Olivier Thas, Jean-Pierre Ottoy
• C254: How students learn about data distribution when addressing a problem affecting their community : Yury M. Rojas
• C255: Chilean primary teachers challenged to build PCK for statistics : Raimundo Olfos, Soledad Estrella
• C256: Changing the understanding of probability in talented children : Soledad Estrella, Raimundo Olfos
• C257: Development and validation of the statistics teaching inventory (STI) : Jiyoon Park
• C258: Ethical-political aspects of statistical literacy : Karen François, Jean Paul Van Bendegem
• C259: The significance of residuals on modeling data : Markus Vogel
• C260: An experience in curriculum design for high school statistics education : Felipe Fernández, Luisa Andrade
• C265: Is median an easy concept? Semiotic analysis of an open-ended task : Silvia Mayén, Carmen Díaz
• C271: Reviewing and promoting research in probability education electronically : Ramesh Kapadia, Manfred Borovcnik
• C273: The effects of an Audience Response System (ARS) on achievement and attitudes towards statistics in a introductory statistics class : Megan Mocko, Tim Jacobbe
• C274: The future of interactive, electronic research: an exemplar from probability education : Manfred Borovcnik, Ramesh Kapadia
• C275: Teaching: estimation of minimum sample size and the impact of effect size and altering the type: I & II errors on it, in clinical research : K R Sundaram, Amrutha Jose
• C276: Creating statistically literate global citizens: the use of integrated census microdata in teaching : Ann Meier, Robert McCaa, David Lam
• C277: Statistics learning and batiks: an innovative way of doing mathematics : Lucília Teles, Margarida César
• C278: nalysis of a basic statistic course using item response theory : Dalton Andrade, Marcos Magalhães
• C279: Principles and strategies in teaching probability : Talma Leviatan
• C280: Elementary school students’ understanding of concept of arithmetic mean : Evanthis Chatzivasileiou, Ioannis Michalis, Christina Tsaliki
• C281: Improving research in statistics education : Djordje Kadijevich
• C282: Teaching students to use the chi-square test when observations are dependent : Austina S S Clark
• C283: Life after graduation: do statisticians fare better than other graduates in the Brazilian labor market? : Sonoe Sugahara, Kaizô Beltrão
• C284: Electronic spreadsheets as a teaching aid to a generalized linear model course : Kaizô Beltrão, Sonoe Sugahara
• C285: Understanding of arithmetic mean : Mateja Sirnik, Silva Kmeti?
• C286: Data handling and statistics in external assessments : Mojca Suban Ambrož, Sonja Rajh, Jerneja Bone
• C287: Data processing and statistics in the Slovenian curriculum : Amalija Žakelj

Posters

• P1: A method to teach genetic variability to undergraduate students : RosJúlia P. Soler, Suely R. Giolo, Nubia Esteban, Mirian de Souza
• P2: Statistical variability applied to task duration estimation problem in project schedules : Alonso Soler, Júlia Pavan Soler
• P3: An experience with digital learning resources used in statistics education for undergraduate students of engineering careers : Rosa Montaño, Rosa Barrera, Julia Jadue, Isabel Ormeño
• P4: Statistical education and a fairer society : Ana T. Antequera Guerra, M. Candelaria Espinel Febles, Carlos Carrión Pérez
• P6: Tools for solving demographic statistic problems based on mortality tables : F. Abad Montes, M. D. Huete Morales, M. Vargas Jiménez, M. C. Aguilera Morillo
• P7: Factors affecting dropout rates and the time to complete the undergraduate course of statistics in Parana, Brazil : Nelva Maria Zibetti Sganzerla, Suely Ruiz Giolo
• P8: Semiotic analysis of activities applied in the instances of selection for the first international statistical literacy competition : Liliana Tauber, María Inés Rodríguez
• P10: The onto-semiotic approach as an integrative theoretical framework for statistical education : Juan D. Godino, Carmen Batanero
• P11: The dark side of statistics: numeracy and luck in the development of probabilistic reasoning : Sarah Furlan, Franca Agnoli
• P12: Little statisticians grow up: exploring the concept of variability in young children : Gianmarco Altoè, Franca Agnoli
• P13: The application of PASW statistics in statistical education and its usage for distance learning in the Ukraine : Nina Tovmachenko, Andriy Zhuravlov
• P14: Trends in statistical education in Ukraine : Yakiv Karchev, Ivan Pylypenko, Volodymyr Karpov
• P15: Statistics education: outliers and forensic science : Fernando Rosado
• P16: The role of visualization in data handling in Grade 9 : A. Makina, D.C.J. Wessels
• P17: Statistics teaching strategy on environmental issues of technological matters : M.Isabel Ormeño A, Ernesto Gramsch L.
• P18: Preservice elementary teachers’ conceptions of distribution : Eva Thanheiser, Jennifer Noll
• P19: Inés Plasencia-Cruz, Candelaria Espinel-Febles, Carlos Carrión-Pérez : ICOTS8_P19_PLASCENCIA
• P21: Characterization of the level of development of reasoning and statistical thinking in students with advanced math background: the case of hypothesis testing : José Vidal Jiménez Ramírez, Santiago Inzunsa Cázares
• P22: A new approach to biostatistics education in medical school : Mesut Akyol, S. Yavux Sanisoglu
• P23: Requirements of statistical methodology for health managers : Cesim Demir, S. Yavuz Sanisoglu, Mesut Akyol
• P24: A system of student-specific activities of statistics on the internet : Antonio Miñarro, Miquel Calvo
• P25: The use of inference in a scientific comunity : María Inés Rodríguez, Héctor Agnelli, Armando Albert Huerta
• P26: The teaching of statistics in context in teacher training : Gabriela Pilar Cabrera, María Inés Rodríguez
• P27: Statistics assessment in higher education : Patrícia Costa, Maria Eugénia Ferrão, Pedro Oliveira
• P28: Developing statistical consultancy skills in postgraduate students : Gillian Lancaster, Brian Francis, Stuart Sharples, Emily Yeend, Gareth Ridall, Damon Berridge, Karen Dunn, Gareth McCray
• P29: The concept of population in students of biology programs : Amable Moreno, Francisco González Garcia
• P30: Students perceptions on statistics e-assessment : Maria Eugénia Ferrão, Manuel Joaquim Loureiro
• P31: Hands-on activities to introduce randomization methods and hypotheses testing : Edith Seier
• P32: The effect of multitasking on academic performance : William H. Rybolt
• P34: Measuring luck with a questionnaire : Alonso Soler, Júlia Pavan Soler, Dalton de Andrade
• P35: Data games — Tools and materials for learning data modeling : William Finzer, Vishakha Parvate, Cliff Konold
• P36: The choice of growth curve : Emilija Nikolic-Doric, Katarina Cobanovic, Valentina Sokolovska
• P37: Position and perspective of statistics in sociology : Valentina Sokolovska, Katarina Cobanovic, Emilija Nikolic-?oric
• P38: Students’ views related to chance variability : Mareike Wünsch, Sebastian Kuntze, Joachim Engel, Laura Martignon
• P39: The Irish Data and story archive – A resource for undergraduate teaching : Jenny Freeman, Martine Delbauve, Emma Sutton, Elouise Thompson
• P40: The evaluation of an online learning environment for facilitating statistics learning : Jenny Freeman, Martine Delbauve, Emma Sutton, Elouise Thompson
• P41: What motivates students to attend our short statistics courses? Presentation of their experiences and proposals for improvement : Eirini Koutoumanou and Angie Wade
• P42: How engineers learn statistics from motor cycle tires : J.J.M. Rijpkema
• P43: Measurement of economy as a tool for policy making: issues of GDP estimates : Jakub Fischer, Kristýna Vltavská
• P44: The first international statistical literacy competition of the ISLP – the South Africa experience : Koleka Rangaza
• P45: Statistics education by using Japanese popular song and waka data : Akinobu Takeuchi, Hiroshi Yadohisa
• P46: Students’ conceptions and misconceptions related to probability : Julia Brunner, Joachim Engel, Laura Martignon, Sebastian Kuntze
• P47: Teaching fundamental statistical concepts using simulation: experiences with this approach in South Africa and Australia : Graham Barr, Leanne Scott
• P48: Strengthening the teaching on forecasting and data analysis in Vietnam : Le Thi Thanh Loan
• P49: Updating the curriculum of an advanced masters course in Medical Statistics : Stephanie Hubbard, Alex Sutton
• P50: Virtual environment in support of statistical literacy – AVALE : Irene Cazorla, Verônica Kataoka, Claudia Borim da Silva, Reinaldo Cotrim, Carla Gasparetto
• P51: Risk peception and risk communication of school students: first empirical results from RIKO-STAT : Sina Fesser, Laura Martignon, Joachim Engel, Sebastian Kuntze
• P52: The journey of statistics we should take: evidence from Armenia : Tatevik Zohrabyan
• P53: Measuring the level of statistical literacy in certain Hungarian secondary schools among graduate students : Csaba Csapodi
• P54: Statistical education system for official statisticians in Korea : Hyun Sik Hwang
• P55: History of the activity as a didactical tool : Blanca Ruiz, Pedro Ortega, José Luis Torres
• P57: Development of online material for virtual teaching/learning of a course on functional data analysis with Moodle : Ana M. Aguilera, M. Carmen Aguilera-Morillo, Francisco A. Ocaña, Mariano J. Valderrama