Components of statistical thinking and implications for instruction and assessment

Abstract

This paper focuses on a third arm of statistical development: statistical thinking. After surveying recent definitions of statistical thinking, implications for teaching beginning students (including non-majors) are discussed. Several suggestions are given for direct instruction aimed at developing "habits of mind" for statistical thinking in students. The paper concludes with suggestions for assessing students' ability to think statistically. While these suggestions are primarily aimed at non-majors, many statistics majors would also benefit from further development of these ideas in their undergraduate education. Copyright © 2002 by Beth L. Chance, all right reserved.