Joan B. Garfield Psychological foundations: quantitative methods in education Ph.D., University of Minnesota Office: 178 Education Sciences Building Tel: 612-625-0337 E-mail: jbg@umn.edu

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Books published

Innovations in Teaching Statistics, Joan Garfield, Editor
MAA Notes 65. Mathematical Association of America, 2005. Paperback, 154 pp.
ISBN:0-88385-175-X

This is a book of stories about teaching statistics. These stories are told by fourteen different instructors of innovative statistics courses, who demonstrate that learning statistics can be a positive, meaningful, and even exciting experience. Despite the prevailing opinion that statistics courses are dull and difficult for students, these stories paint quite a different picture. In the classes of the instructors whose stories fill this book, students are engaged in learning, are empowered to do statistics, and appreciate the instructional methods of their teachers. The instructors profiled in this book are inspiring, dedicated teachers who have devoted considerable effort to creating courses and materials that enable students to successfully learn statistics.

Each chapter begins by describing how the author became a teacher of statistics, then provides details about the courses they currently teach, describing their teaching method, textbook, types of student assessments, and uses of technology. One typical class is described in detail, to provide a snapshot of what each person’s teaching looks like. The writers then tell the story of the process they went through in developing an innovative course, and conclude their chapters with a discussion of their future plans for course revision or development. As you read these stories, you will learn about some great activities, some helpful technological tools and some innovative assessment methods.

By reading these stories, teachers of statistics will understand and be motivated to try different ways to implement reform recommendations, so that these recommendations may continue to lead to a variety of new materials, activities, and teaching approaches. I hope that teachers of statistics may be inspired by these stories and feel encouraged to try new methods, leave behind more traditional approaches to teaching statistics, and carefully examine the effect of their teaching on student learning.

The Challenge of Developing Statistical Literacy, Reasoning and Thinking
Ben-Zvi, Dani; Garfield, Joan (Eds.)
2004, XIII, 423 p., Hardcover
ISBN: 1-4020-2277-8

Research in statistics education is an emerging field, with much of the work being published in diverse journals across many disciplines. Locating and synthesizing this research is often a challenging task, as is connecting the research literature to practical issues of teaching and assessing students. This book is unique in that it collects, presents, and synthesizes cutting edge research on different aspects of statistical reasoning and applies this research to the teaching of statistics to students at all educational levels. Unlike other books on how to teach statistics, or educational materials to help students learn statistics, this book presents the research foundation on which teaching should be based. The chapters in this volume are written by the today's leading researchers in statistics education.

Assessment Challenge in Statistics Education, edited by Iddo Gal and Joan Garfield. 1997. Amsterdam: IOS

Overview: This book discusses conceptual and pragmatic issues in the assessment of statistical knowledge and reasoning skills among students at the college and precollege levels, and the use of assessment to improve instruction. The book is written by international leading researchers and educators. It is designed primarily for academic audiences involved in teaching statistics and mathematics, and in teacher education and training. The book is divided into four sections; 1) Assessment goals and frameworks, 2) Assessing conceptual understanding of statistical ideas, 3) Innovative models for classroom assessments, and 4) Assessing understanding of probability. [Review]

Research on the Role of Technology in Teaching and Learning Statistics. Edited by Joan Garfield and Gail Burrill.

Proceedings of the 1996 IASE Round Table Conference. Edited by Joan Garfield and Gail Burrill.
Available from the International Association for Statistical Education for $30.00 (US) which includes postage.
E-mail address: isi@cs.vu.nl

Overview: This soft-cover volume contains 21 papers and five summaries of discussions, grouped into the following categories: (1) How technology is changing the teaching of statistics at the secondary level, (2) Developing exemplary software, (3) What we are learning from empirical research, (4) How technology is changing the teaching of statistics at the college level, and (5) Questions to be addressed on the role of technology in

Articles on the Web:

The challenge of developing statistical reasoning. Journal of Statistics Education, v.1, n.3 (2002)

"Teaching Statistics Using Small-Group Cooperative Learning." Journal of Statistics Education, v.1, n.1 (1993)

"Beyond Testing and Grading: Using Assessment To Improve Student Learning." Journal of Statistics Education, v.2, n.1 (1994)

"How Students Learn Statistics." (1995) International Statistical Review. Vol. 63, pp. 25-34.

Courses

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A personal statement about teaching