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Envisioning Change in the Statistics-Education Climate.

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dc.contributor.author David Stern, Roger Stern, Danny Parsons, James Musyoka, Francis Torgbor, Zach Mbasu
dc.date.accessioned 2020-11-25T07:06:59Z
dc.date.available 2020-11-25T07:06:59Z
dc.date.issued 2020-02-01
dc.identifier.uri https://repository.maseno.ac.ke/handle/123456789/2997
dc.description.abstract The African Data Initiative started as a crowd-sourced campaign to improve the teaching of statistics in African universities. The analysis of climate data provides one suitable context to illustrate ideas that lead to a radical new form of teaching. The problem within the context comes first, the technicalities are largely reduced – mathematics is supported by meta knowledge and backed up by modelling; calculations are reduced by user-friendly software that is also used by experts. The problems are treated similarly to research questions and the results are often easier to interpret, making sense as potential answers in their context. The criteria of this approach are compared to the framework proposed by W. G. Cobb to reform statistics education in the light of the latest developments in statistics, driven by the huge increase of data. Implementation details are presented around three components: case studies, data, and the required skills. Together, these three components describe an alternative education pathway centred around statistical problem solving. The focus on interpretations of results within a real context enables software, mathematical thinking and modelling to play a supportive role, which flattens the prerequisites of complex methods and encourages their use across all levels of education. en_US
dc.subject Statistics education research; Climate Data; Technological innovation; African context en_US
dc.title Envisioning Change in the Statistics-Education Climate. en_US
dc.type Article en_US


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