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ICOTS 9 2014
ICOTS9 website➶ (for conference themes, program, sponsors, host, etc.) Flagstaff, Arizona, United States of America
Plenaries
Excellence Awards for Early Career Papers
Winners
“Highly commended” papers
Topic 1: Sustaining strengths and building capacity in statistics education
Building the capacity of mathematics and science teachers to teach statistics
Statistics education outreach across the globe
Building the capacity to teach and understand statistics in emerging economies
Building capacity in Statistics majors
The importance of attitudes in statistics education: sustaining learning processes and outcomes
Topic 2: Statistics education at school level
Early years statistics education: ages 4  8
Middle school statistics education: ages 8  13
Secondary school statistics education: ages 13 +
Statistical education at the Secondary/Higher Education interface
Using technology at school level to enhance statistical understanding
Innovative approaches to improve pedagogical content knowledge at the school level
Linking research and practice in teaching and learning statistics at the school level
Topic 3: Education and development of staff who teach statistics
Statistics instructors’ content knowledge
Statistics instructors’ knowledge of students’ development of fundamental statistics concepts
Statistical instructors’ knowledge of assessing students’ learning of statistics
Statistics instructors’ use of technology for teaching statistics
Professional development of statistics instructors
 3E1: Building the capacity of mathematics and science teachers to teach statistics : Katharine Richards, Neil Sheldon, Neville Davies
 3E2: ProjectSET materials for the teaching and learning of sampling variability and regression : Anna Bargagliotti, Celia Anderson, Stephanie Casey, Michelle Everson, Christine Franklin, Robert Gould, Randall Groth, John Haddock, Ann Watkins
 3E3: Implementing GAISE recommendations through “doing statistics” tasks : Brandon Hanson, Jeremy Strayer, Katherine Mangione, Jessica Brown, Jeffrey Pair
Theory and practice of statistics: curriculum for statistics teachers
Topic 4: Statistics education at the postsecondary level
Randomisation and bootstrapping: the quick way to inference
 4A1: Accepting the challenge: constructing a randomisation pathway for inference into our traditional introductory course : A Marie Fitch, Matt Regan
 4A2: Using simulation/randomization to introduce pvalue in week 1 : Soma Roy, Allan Rossman, Beth Chance, George Cobb, Jill VanderStoep, Nathan Tintle, Todd Swanson
 4A3: Intuitive introduction to the important ideas of inference : Robin Lock, Patti Frazer Lock, Kari Lock Morgan, Eric Lock, Dennis Lock
Use of student response systems in teaching statistics at the university level
Rankbased inference, association measures and nonparametric statistics
Exchanging pedagogy between postsecondary and secondary school statistics courses
We know you need to know statistics, do you?
Opening up the data world wider and faster
Topic 5: Statistics education in the disciplines and the workplace
Evidencebased policy making
Evidencebased management
Development of statistical thinking in the workplace
Mentoring young statisticians in the workplace
Bridging the gap between current statistical practice in the workplace and modern statistics
In search of evidence: exploring the relationship between real workplace based data and statistics education
Topic 6: Innovation and reform in teaching probability within statistics
Bayesian inference (probability) goes to school: meanings, tasks and instructional challenges
Probability and pvalues — probing the problems
Interdisciplinarity and innovation
Teaching probability to future teachers of mathematics and statistics
Modeling distributions to connect chance processes, data production, and data distributions
Teachers’ awareness of conceptual connections between probability and statistics
Topic 7: Statistical literacy in the wider society
Statistical literacy beyond the classroom
Statistical literacy requirements for teachers
Assessment of statistical literacy
Developing statistical literacy: Case studies and lessons learned
Factors that affect statistical literacy
Factors that affect statistical literacy II
Topic 8: Research in statistics education
Research on developing students’ reasoning using simulation methods for introductory statistical inference: Session I
Research on developing students’ reasoning using simulation methods for introductory statistical inference: Session 2
Research on developing students’ informal statistical inferential reasoning
Research on developing students’ statistical reasoning
Research on developing students’ probabilistic reasoning
Research on professional development of teachers in statistics
Theoretical frameworks in statistics education research
Research on risk literacy
Research on technology in statistics education
Topic 9: Technology in statistics education
The design of digital tools and technologyenhanced learning environments for teaching statistics
Modeling, randomization and simulation tools for connecting data and chance
The emerging concepts of “data science” and “big data” for educational purposes
Elearning, Eteaching and Eassessment in fully online, blended and open virtual webbased courses
Supporting teachers’ use of new statistics technology in their classrooms and development of their technologicalpedagogical content knowledge
Technology for developing statistical thinking, reasoning, and literacy
Educational software for helping students learn statistics
Topic 10: Innovative collaboration in statistics education
Collaborations between Statistics agencies and academia (schools/universities/colleges)
Collaboration among countries
Research projects collaborations
Contributed papers
 C101: A graphical approach to examine inferential reasoning development : Sharon LaneGetaz
 C102: How to organize effective and efficient group work in tutorials using indicator strips : Toni C. Stocker
 C104: The potential of a grounded theory approach to study teaching probability : Andreas Eckert
 C105: Distance education of teachers of statistics : Jeffrey Hovermill, Brian Beaudrie
 C107: Challenges in teaching medical statistics in developing country : Ashwani Kumar Mishra
 C108: The wonderful lamp of Aladdin? Project work in engineering courses : Maria Manuel da Silva Nascimento, José Alexandre dos Santos Vaz Martins, Assumpta Estrada
 C109: After statistics reform: should we still teach significance testing? : Tony Hak
 C111: Measuring the basics of probabilistic reasoning: the IRTbased construction of the probabilistic reasoning questionnaire : Caterina Primi, Kinga Morsanyi, Francesca Chiesi
 C116: A review of probability and statistics apps for mobile devices : Howard Edwards
 C117: Games as a locus of selfempowered collaborative learning : Shonda Kuiper, Rod Sturdivant
 C119: Fostering deep statistical learning using diversity content: the “statistics of sexual orientation” course : Michele DiPietro
 C120: Excel simulation as a tool in teaching sampling distributions in introductory statistics : Leslie Chandrakantha
 C121: Perceptions of undergraduate and executive students about the use of an exercisebased statistics website : André Samartini
 C122: Students’ understanding of confidence intervals : Robyn Reaburn
 C123: Learning statistics in the first grades : Susana Colaço
 C126: Restructuring of disciplines in statistics based on students’ evaluation in online education programs : Mauren Moreira Porciúncula da Silva, Suzi Samá Pinto
 C128: Introductory statistics students’ conceptual understanding of variation and measures of variation in a distribution : Rachel Chaphalkar, Cindy Leary
 C129: Exploration of problem solving processes of students with learning disabilities : Megan Mocko, Melissa Crow
 C130: Normal inverse function in teaching inference about population mean and population proportion : Xiaoyi Ji
 C131: Reduced major axis regression: teaching alternatives to least squares : William Harper
 C134: It is time to include data management in introductory statistics : Robert H Carver, Mia Stephens
 C135: Environmental interfaces in teaching statistics : Celso Ribeiro Campos, Otávio Roberto Jacobini, Maria Lúcia Lorenzetti Wodewotzki, Denise Helena Lombardo Ferreira
 C137: Teaching statistics in a crisis zone : Irene David, Hilary Seddon, Jenny Harlow, Jennifer Brown
 C139: Formative assessment and learning analytics in statistics education : Dirk Tempelaar
 C140: Quality engineering: an experience in teaching statistics for engineers : Adelmo Anselmo Martins, Elisa Henning, Marcelo Savio Ramos
 C141: Learning objects for teaching statistics in engineering courses : Elisa Henning, Luciane Mulazani dos Santos, Dátila Cristina Mondini
 C142: Students’ conceptions of average and standard deviation : Véronique DubreilFrémont, Christelle ChevallierGaté, Noëlle Zendrera
 C143: Meanings of probability in Spanish curriculum for primary school : Emilse GómezTorres, J Miguel Contreras
 C144: Development of integrated quantity judgments: means of distributions appear more different than they are : Franca Agnoli, Gianmarco Altoè, Tatiana Marci
 C145: Observations of implementations of an active learning module in introductory statistics : Jeremy Strayer, Nancy McCormick, Natasha Gerstenschlager, Lisa Green, Scott McDaniel, Ginger Holmes Rowell
 C146: Training prospective teachers for teaching of probability at secondary school in Colombia : Emilse GómezTorres
 C147: Examining Venezuelan secondary school mathematics teachers’ professional competencies to teach statistics: focusing on the instruction of descriptive statistics : Orlando González
 C148: Simulation illogic repaired : Patricia B. Humphrey
 C149: Preservice teachers’ awareness of variability : Edward Mooney, Dhimitraq Duni, Elisha VanMeenen, Cynthia Langrall
 C150: A glimpse of two year college instructors’ understanding of variation in histograms : Monica Dabos
 C151: Middle and high school teachers’ transformative learning of center : Susan Peters, Jonathan D. Watkins, Victoria Miller Bennett
 C155: Investigation about curricular orientations in teaching statistics in Brazil and Mexico : Hugo Hernandez, Verônica Yumi Kataoka, Claudia Borim da Silva, Irene Cazorla
 C157: An early start on inference : Edith Seier
 C158: Computeraided graphics to teach eigenvalues and eigenvectors : Jaime Curts
 C159: Sustaining progress in statistics education in the United States through an analysis of the past 30 years of advancement : Katherine Halvorsen, John McKenzie, Jr.
 C160: Exam question evaluation with Item Response Theory : Evert Jan Bakker, Elisabeth Korendijk
 C162: Students’ social representation of statistics in the humanities and social sciences : JeanMarie Marion, Alain BihanPoudec
 C163: Communication and collaboration in support of a significant mathematical learning : Joyce Furlan, Lia Marques Marocci
 C164: Teaching precursors to data science in introductory and second courses in statistics : Nicholas Horton, Ben Baumer, Hadley Wickham
 C167: Attending to students’ thinking on bivariate statistical data at secondary level: two teachers’ pedagogical content knowledge : Sandra Quintas, Rosa Tomás Ferreira, Hélia Oliveira
 C168: Teaching innovations in introductory statistics courses : Ramon Gomez
 C169: High school teachers’ statistical reasoning about comparison of distributions of data in a computer environment : Santiago Inzunsa, José A Juárez
 C171: The professional knowledge of German secondary school teachers about descriptive statistics : Stefanie Schumacher
 C172: Peer assessment as active learning method : Tatjana von Rosen
 C173: The use of web resources in statistics education : Svetlana Tishkovskaya, Gillian Lancaster
 C176: Teaching statistics concepts through stock market contexts : Larry Weldon
 C177: Rethinking the intersection of statistics education and social justice : Lisa Poling, Nirmala Naresh
 C178: Online homework in probability and statistics: WeBWorK incorporating R : Davor Cubranic, Bruce Dunham, 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 institution : José Luis Ángel Rodríguez Silva
 C183: Stat321, an online statistics textbook based on intuitive inferential reasoning : Nicolas Greliche
 C184: A case study of Cypriot primary school students’ use of a dynamic statistics software package for analyzing and interpreting data : Irene Kleanthous, Maria MeletiouMavrotheris
 C187: Fostering changes in confidence intervals interpretation : Luisa Andrade, Felipe Fernández, Ingrith Álvarez Alfonso
 C188: Individualised project assessments for statistics courses – the best of both worlds? : Robert Grant, Ahmed Younis
 C189: Statistics content and pedagogy in a course for preservice secondary math teachers : Kady Schneiter
 C190: Teaching statistics with lectures or activities: a comparative study : Jennifer L Loveland, Kady Schneiter
 C191: Technology tools and success in statistics: interpreting the research : Jason Schenker, 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 topic : Hanna Wilson, Shawn Fitzgerald, Jian Li, Jason Schenker
 C195: Teaching undergraduates through statistical consulting : HyunJoo Kim, K Scott Alberts, Scott Thatcher
 C196: The status of reform in statistics education: A focus on the introductory course : Rossi Hassad
 C197: A 21st century teaching approach in statistics : Nelia S. Ereno, Allen F Vicente
 C198: Assessment of students’ knowledge and skills in learning statistics in the 21st Century : Allen F Vicente, Nelia S. Ereno, Liberty Grace Baay
 C199: Probability and statistics in access exams to Spanish universities : P. Díaz, V. Mier, P. Alonso, Luis J RodríguezMuñiz
 C200: Graduate teaching assistants’ beliefs, practices, and preparation for teaching introductory statistics : Nicola Parker, Elizabeth Fry, Joan Garfield, Andrew Zieffler
 C202: Introductory statistics instructors’ practices and beliefs regarding technology and pedagogy : Elizabeth Brondos Fry
 C203: A shiny new opportunity for big data in statistics education : Karsten Maurer
 C206: A graphical illustration of binomial distributions : Kang Sup Lee, Dong Joo Yang
 C208: The interactive submarine: using boxplots as a likelihood approach : Pedro Campos
 C209: Analysis of linear regression in Spanish baccalaureate textbooks : P. Díaz, Luis J RodríguezMuñiz
 C210: Just sum the marks: spurious wisdom : Timothy Dunne
 C212: An evaluation of the statistical methods used by business researchers in South African publications : Gary D Sharp, Warren J Brettenny, Chantelle M Clohessy, Catherine G Logie
 C213: Statistical consultation as part of statistics education : Lizelle Fletcher
 C214: The role of lecturers in students’ performance : Klára Kazár
 C215: Sustaining student engagement in a college statistics course through a reflective teaching model using youth statistics : Liza Lorena Jala, Enriqueta Reston
 C216: Teachers’ confidence in teaching statistical ideas : Rosemary Callingham, Jane M. Watson
 C217: The impact of an inverted traditional teaching model on first level statistics students : Fransonet Reyneke, Lizelle Fletcher
 C218: Istat’s new tools in teaching statistics to digital natives : Barbara Ascari, Marina Peci
 C219: Teaching NHST vs Bayesian inference in postsecondary technology programs : John H. Mott, Erin E. Bowen
 C220: Integrating learning technologies for applied statistics in distance education at the graduate level: challenges and strategies : Erin E. Bowen
 C223: What’s missing in teaching probability and statistics: building cognitive schema for understanding random phenomena : Sylvia Kuzmak
 C226: How I learned to stop worrying about it and just teach MBA 5800 (with apologies to Dr. Strangelove) : Alan S Chesen
 C227: Business management students’ attitude and performance in statistics learning in Nigeria Metropolitan College of Technology : Adeyemi D Aromolaran, Abiodun Karim, Emmanuel Ikegwu, Uneke Okoroafor, Yemisi Ajiboye
 C228: Confirmatory and exploratory factor analyses of students’ developmental levels in learning statistics : Rini Oktavia, M. Alejandra Sorto
 C229: Using Calibrated Peer Review™ in introductary statistics courses : Melissa Q Pittard, William S Rayens
 C232: Metonymy as a lens into student understanding of sampling distributions : Stacey Hancock, Jennifer Noll
 C234: IPUMS International: a data resource for statistics education : Patricia Kelly Hall, Lara Cleveland, Matthew Sobek
 C237: Teaching scientific integrity through statistics : Marijtje A.J. Van Duijn, Wendy J. Post
 C238: Teaching hypothesis testing: a necessary challenge : Wendy J. Post, Marijtje A.J. Van Duijn
 C240: Elements of variance analysis, evaluation of difficulties by questionnaire : Osmar D. Vera, Carmen Díaz Batanero
 C242: Developing conceptual understanding: the role of interactive dynamic technology : Gail Burrill
 C244: Invariance and descriptive statistics : Guido del Pino
 C248: Teaching box plots: An intervention using refutational text and multiple external representations : Stephanie Lem, 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, Greg Robertson, David Bulger
 C251: Vergnaud's theory applied to basic school students’ statistical representations : Soledad Estrella, Arturo Mena
 C252: Examining graduate students’ prior mathematics/statistics experiences and their statistics selfperceptions: a third order structural model with latent variable analysis : Karen Larwin
 C254: Designing opportunities for students to reason about the relationship between sources and structures of data : Jennifer Nickell, Hollylynne S. Lee
 C256: Graphical statistics as an option for the improvement of learning in Psychology : Mirian Agus, Maribel PeróCebollero, Joan GuàrdiaOlmos, Maria Pietronilla Penna
 C257: Education statistics for professional specialization: use of knowledge at the workplace of postgraduate in statistics : José Paúl Carrasco Escobar
 C258: A comparison of outlier labeling criteria in univariate measurements : Menus Nkurunziza, Lea Vermeire
 C259: Statistical and mathematical selfefficacy of incoming students at a large public university : Ulrike Genschel, Andee Kaplan, Alicia Carriquiry, Elgin Johnston, Wolfgang Kliemann, Kenneth Koehler, Ian Mouzon, Hien Nguyen
 C260: Clickers for engagement in the large undergraduate statistics classroom: do clickers improve final grades? : Krista Wilde
 C261: Teaching statistics to nonstatistics majors : Kolentino N. Mpeta, Diteboho Xaba, Ellen Materechera, Mamolahluwa Mokoena
 C262: Overview of prospective mathematics teachers’ probabilistic thinking : Amable Moreno, José María Cardeñoso
 C263: Realtime educational interpreting in statistics : Thomas L. Berning
 C264: The application of blended learning to large groups : Ivona E. ContardoBerning
 C266: The garden sprinkler: an interactive webbased application for teaching design of experiments : Bart De Ketelaere, Karl Siebertz, David van Bebber, Koen Rutten
 C270: Using the SETS instruments to investigate sources of variation in levels of preservice teacher efficacy to teach statistics : Leigh HarrellWilliams, M. Alejandra Sorto, Rebecca Pierce, Larry Lesser, Teri Jo Murphy
 C271: Graduate students’ learning experience : Josefina Almeda
 C273: Assessing dimensionality of the communication, language and statistics survey: a multigroup analysis with introductory statistics students near the USMexico border : Amy Wagler, Lawrence M. Lesser
 C274: Thinking out of the box in teaching statistics : Tim Low
 C275: Teaching statistics in a mathematics course in middle school: interdisciplinarity, really? : Annie Savard, Dominic Manuel
 C276: A view of statistics education research in Brazilian extreme south coast : Mauren Moreira Porciúncula da Silva, Daiane Lemos de Sá, Suzi Samá Pinto, Lidiane Santos de Freitas
 C277: Twitter as a learning tool in higher education : Juan M. LópezZafra, Sonia de PazCobo
 C279: Students' inferential reasoning about sample size : Ethan Brown
 C283: Against All Odds: Inside Statistics : Marsha Davis
 C284: A suggested theoretical basis for teacher learning in statistics : Fayez Mourad Mina
 C286: Teaching statistics in the Arab countries: the ambitions and the needs : Hanan Innabi
 C287: Enhancing statistical literacy and thinking through analysis of scientific journal articles : Mahtash Esfandiari, 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 southwestern Nigeria : Oluokun Kasali Agunloye
 C290: Teaching critical thinking through the introductory statistics class : Mark Ferris, Sherri Cheng, Frank Wang, Jessica Perolio
 C291: Disabilities people: Quotas Law which may exist behind the RAIS statistics and census of IBGE : Paulo Oliveira
Posters
 P1: Probability heuristics in year 10 students — a New Zealand study : Howard Edwards
 P2: A first course in data mining: sustaining statistical education in the modern business curriculum : Deborah Gougeon
 P3: Changing how we use statistical lexicon: To the hilt : Diane Fisher, Jennifer Kaplan, Neal Rogness
 P4: Predictors of postgraduate asmission and students’ learning experiences in the school of statistics : Josefina Almeda
 P5: The impact of clicker technology in a large introductory statistics class environment : Zeny F. Mateo, WanChen Lee
 P6: Learning statistics in an undergraduate interdisciplinary research setting — the CRAWL experience : Edith Seier, Joyner, Moore, Jones, Joplin
 P7: Teaching the exact test for proportions : Edith Seier
 P8: Comics and cartoons: sustainability in statistics education : Liza Lorena Jala
 P9: Assessment of different methods of teaching school children mathematical operations of two fourdigit numbers using one way multivariate analysis of variance : Umeh Edith Uzoma
 P10: The “lady” has a name: teaching history of statistics using Salsburg with corrections : Kirk Anderson, Phyllis Curtiss
 P11: Comparison of student flow in different colleges of Kuwait University using absorbing markov analysis : Shafiqah A. AlAwadhi
 P12: The power and ease of examples and exercises using a multivariate least squares computer program : Richard Gorsuch
 P13: Investigation of AP statistics students’ understanding of technical terminology with possible lexical ambiguities : Douglas Whitaker, Tim Jacobbe, Steve Foti
 P14: Students’ understanding of randomizationbased inference : Catherine Case, Melanie Battle, Tim Jacobbe
 P15: The interaction between government agencies and the university in statistics education : Adriana D’Amelio, Silvana Dea Labat
 P16: Quality engineering: an experience in teaching statistics for engineers : Elisa Henning, Adelmo Anselmo Martins, Marcelo Savio Ramos
 P17: Using hierarchical models in assessment of teaching methods: an initial illustration : Jillian Lyon, Ulrike Genschel, Mark Kaiser
 P18: Teaching future high school teachers to teach statistics : Nancy Boynton
 P19: A proposal by ISTAT to support the teaching of statistics in primary school : Nadia Caporrella, Silvia Da Valle, Luciana Micucci, Susi Osti
 P20: Redesigning an undergraduate statistics course using a flipped classroom model : Kristin Harvey
 P22: A review of statistics education in KENYA : Beatrice Wanjiku Gichohi
 P23: Development of statistical literacy in undergraduate students : Diana Keosayian, Elizabeth Johnson
 P24: Teaching statistics  teaching maths An experimentation route : Gaetana Bartolomei, Ornella Giambalvo
 P25: Professional develpoment courses in statistical training institute : HyunSik Hwang, Kyung Ae Park
 P26: Evidencebased policy making and statistical education : Kyung Ae Park
 P27: A psychometric analysis of the goals and outcomes associated with learning statistics (GOALS) instrument : Anelise Sabbag, Andrew Zieffler
 P28: Students in need of an attitude adjustment? : April Kerby, Jacqueline Wroughton
 P29: Illustrating inference in an introductory statistics course using simulation : Jeff Kollath
 P30: Applying teaching for understanding in statistics : Teresita Evelina Terán, Diana Kohan
 P31: Epidemic: a computer based training environment for informal inferential reasoning : Joachim Engel, Tim Erickson
 P32: A case study of an elementary school student’s informal inferential reasoning in the paper helicopter experiment : Takashi Kawakami
 P33: Design of anticipatory tasks along a hypothetical learning trajectory for understanding probability distribution : Darcy Conant
 P34: Using actionable intelligence to enhance student success in introductory statistics courses : Brenda Gunderson, Karen Nielsen
 P35: On confidence intervals from permutation tests : Mara Tableman, Minh Nguyen, Michael Ernst
 P36: High school teachers’ conditional probability content knowledge : Adam Molnar
 P37: Attention to details: does it facilitate or impede learning : William Rybolt
 P38: Probability and statistics knowledge for teaching, in school teachers preparation in chilean universities : Eugenio Chandía, Anita Araneda
 P39: Assessment on the confidence levels of educators teaching statistics in South Africa : Desiree Timmet
 P40: Preliminary results of the effects and roles of fun in introductory statistics classes : Lawrence Lesser, Dennis Pearl, Reynaldo Reyes, John Weber
 P41: Two coursewide assessment tools for introductory statistics : Christopher E. Barat
 P42: Using R to create assessments for course management systems : Nichole Andrews, Bradford Dykes
 P43: Keeping the momentum: sustaining interest in statistics lectures for nonstatisticians : Angela Wade, Eirini Koutoumanou, Vicki Aldridge
 P44: Advice for using faculty connections to create research opportunities for undergraduates : Ivan Ramler, Jessica Chapman
 P45: Towards a more conceptual way of understanding and implementing inferential rules : Johanna Hardin, Thalia Rodriguez
 P47: The challenges of implementing a randomization approach to introductory statistics in the high school setting : Brandon Hanson, Natasha Gerstenschlager
 P48: Exploring statistical literacy in Northeast China: finding a path from the classroom to the workplace : Robert Giebitz
 P49: Factors of sustainability in statistics education in Ukraine : Ruslan Motoryn, Motoryna Tetiana
 P50: On statistics education innovation from statistics development perpectives : Yu Zhu, Meng Wang
 P51: Education and training statistics in Russia : Olga Bashina, Pavel Smelov
 P52: Experience of carrying the National Statistical Olympiad in Russia : Pavel Smelov, Elena Egorova
 P53: Discovery projects in elementary statistics: curriculum materials and measurement of student outcomes : Dianna J. Spence, Gregg Velatini
 P54: Learning statistics based upon multiple theories of probability : Chong Ho Yu, Anna Yu
