GAISE Guidelines Endorsed by ASA and AMATYC

Newsletter for the Section on Statistical Education
Volume 11, Number 1 (Winter 2006)


Improving and supporting statistical education is central to the ASA Vision and Mission Statements. Recent presidents of the American Statistical Association (ASA) have written about the importance of improving the statistics education of students in Pre K-12 as well as at the college level and of establishing clear goals and guidelines that could be endorsed by the ASA. Building on the recommendations of these presidents, the ASA funded a strategic initiative grant (GAISE) to develop ASA-endorsed guidelines for assessment and instruction in statistics in the Pre K-12 curriculum and for the introductory college statistics course.

A good deal of progress has been made in Pre K-12 statistics education in recent years, but there is still room for improvement. It is hoped that the Pre K-12 GAISE, A Curriculum Framework for Pre K-12 Statistics Education, endorsed by ASA in August 2005, will provide stakeholders such as writers of state standards, writers of assessment items, educators at teacher preparation programs, curriculum directors, and Pre K-12 teachers with guidance in developing standards and assessments in data analysis. The Framework has already made a positive impact in the state of Georgia with the current revisions of the Georgia state mathematical standards.

In August, 2005 ASA Board of Directors endorsed the following six recommendations put forth by the college working group regarding teaching the introductory statistics course.

GUIDELINES FOR THE INTRODUCTORY COLLEGE STATISTICS COURSE

Introductory courses in statistics should, as much as possible, strive to:

  1. Emphasize statistical literacy and develop statistical thinking.
  2. Use real data.
  3. Stress conceptual understanding rather than mere knowledge of procedures.
  4. Foster active learning in the classroom.
  5. Use technology for developing conceptual understanding and analyzing data.
  6. Integrate assessments that are aligned with course goals to improve as well as evaluate student learning.

In November, 2005, the Board of Directors for AMATYC also endorsed these six guidelines.

For a copy of the two full reports (one for PreK-12 and one for college classes) along appendices containing examples, see http://www.amstat.org/education/gaise/.


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