This Proceedings CD includes all papers presented in the Plenary sessions, Invited Topics 1 to 9, Contributed Sessions and Posters.
Each link below navigates to a complete list of papers for that section, together with appropriate abstracts and further links to PDFs of the individual papers.
. Also see:
| 1A | Working cooperatively to promote Statistical literacy |
| | 1A1 | The Worth of Data: the tale of an experience for promoting and improving statistical literacy |
| | 1A2 | Communicating statistics to the media: telling the story behind the numbers |
| | 1A3 | Introducing data into Canadian academic libraries: The straw that didn’t break the camel’s back |
| 1B | Co-operative efforts involving Statistics, local culture and consumers |
| | 1B1 | A first year statistics programme for indigenous and migrant students arrived at by co-operating with local communities and the students themselves |
| | 1B2 | The first internship program organized by the Statistics Division in the history of Pakistan |
| | 1B3 | Calls for 991 service: a collaboration between Cleveland State University and the Cleveland City Police Department |
| 1C | Co-operative efforts involving Statistics and Mathematics education |
| | 1C1 | Mathematics education and Statistics education: meeting points and perspectives |
| | 1C2 | Statistics and Mathematics: is it possible to create fruitful links? |
| | 1C3 | A web environment to improve connections between Mathematics and Statistics learning |
| 1D | Co-operative efforts involving Statistics teachers & researchers |
| | 1D1 | How Statistical societies, such as the Royal Statistical Society, can help Statistical education |
| | 1D2 | Teaching Statistics to undergraduate students of the social sciences |
| | 1D3 | Statistical research-training-consulting at a mathematics research center (CIMAT, Mexico) |
| 1E | Cooperation in statistics education in Latin America |
| | 1E1 | The American Statistical Association (ASA) vision to advance the statistical profession through educational ambassadors between the US and other nations |
| | 1E2 | International cooperation in statistics education in Latin America: the Chilean experience |
| | 1E3 | Cooperation in research and in teaching statistics in Argentina |
| 1F | Statistics education journals: cooperating not competing (panel discussion) |
| 2A | Successfully implementing statistical education in primary schools |
| | 2A1 | Prospective teachers’ awareness of young children’s stochastic activities |
| | 2A2 | Stochastics, digital learning objects and the primary classroom |
| | 2A3 | The interplay between students’ statistical knowledge and context knowledge in analyzing data |
| | 2A4 | Developing a model to describe the use of context knowledge in data explorations |
| 2B | Successfully implementing statistical education in secondary schools |
| | 2B1 | Factors considered by secondary students when judging the validity of a given statistical generalization |
| | 2B2 | Meaning of the dispersion and its measures in secondary education |
| | 2B3 | A framework for teaching statistics within the K-12 mathematics curriculum |
| | 2B4 | Increasing secondary students’ Statistical knowledge by focusing on teachers’ engagement at Lavras, Minas Gerais, Brazil |
| 2C | Real data and project based statistical education |
| | 2C1 | Enhancing the link between statistics and mineral processing through project based learning |
| | 2C2 | A quantitative study of countries using population data and pyramid graphs |
| | 2C3 | Learning based on real context problems and notions of probability distributions and expected value |
| | 2C4 | Conceptualizing applied probability through project-based learning |
| 2D | The use of technology to enhance the teaching of statistics at school level |
| | 2D1 | Using TinkerPlots to scaffold students’ informal inference and argumentation |
| | 2D2 | Working styles and obstacles: computer-supported collaborative learning in statistics |
| | 2D3 | Exploring informal inference with interactive visualization software |
| | 2D4 | Using technology to support diagrammatic reasoning about center and variation |
| 2E | Training teachers for statistical education |
| | 2E2 | A post-calculus introduction to statistics for future secondary teachers |
| | 2E3 | Enhancing elementary preservice teachers’ conceptions of variation in a probability context |
| | 2E4 | Analyzing teacher resistance to teaching probability in compulsory education |
| 2F | Developing a curriculum for the meaningful learning of statistics at the school level |
| | 2F1 | Introducing Statistics at school level in South Africa |
| | 2F2 | Reasoning with evidence — developing curriculum |
| | 2F3 | An evaluation study of the process of reform of Statistics teaching at the secondary level in Benin: assessment and perspectives |
| 2G | Socio-cultural aspects of learning Statistics |
| | 2G1 | Student teachers interpreting media graphs |
| | 2G2 | Accounting for teachers’ instructional realities when supporting their professional development in statistics |
| | 2G3 | A structural equation model analyzing the relationship students’ statistical reasoning abilities, their attitudes toward statistics, and learning approaches |
| 2H | Local teacher session (Friday 30th June to Saturday 1st July) |
| | 2H1 | Local teacher session |
| 3A | Statistics as a service subject in courses |
| | 3A1 | Letting students understand why statistics is worth studying |
| | 3A2 | From statistician to ophthalmologist via nursing, occupational therapy and physiotherapy |
| | 3A3 | Teaching statistical concepts, fundamentals and modelling |
| | 3A4 | Statistics education in The Netherlands and Flanders: an outline of introductory courses at universities and colleges |
| 3B | Teaching robust methods |
| | 3B1 | The historical development of robust statistics |
| | 3B2 | Interactive learning tools |
| | 3B3 | The teaching of robust statistics for regression |
| 3C | Mentoring of graduate students |
| | 3C1 | Mentoring statisticians in formal degree programs: the masters in biostatistics at the Universidad de Chile (1983-2005): entering the 21st century |
| | 3C2 | As good as it gets: challenges in teaching Applied Statistics |
| | 3C3 | Mentoring graduate students in apprenticeship positions as research assistants: the experience at the University of North Carolina at Chapel Hill |
| | 3C4 | Mentoring in the final project of a Bachelor in Statistics |
| 3D | Teaching heterogeneous groups |
| | 3D1 | Teaching Statistics and Research Methods to heterogeneous groups: The Westminster experience |
| | 3D2 | Teaching academically diverse groups |
| | 3D3 | Creating statistical resources from real datasets – the STARS project |
| 3E | Multivariate statistics |
| | 3E1 | Analyzing DNA Microarrays with undergraduate statisticians |
| | 3E2 | Successful strategies for teaching Multivariate Statistics |
| | 3E3 | Basic multivariate themes and methods |
| | 3E4 | Ludovic Lebart’s approach: a way for teaching applied Multivariate Statistics in graduate courses with a heterogeneous audience |
| 3F | Teaching nonparametric methods |
| | 3F1 | Smoothing techniques in spatial statistics |
| | 3F2 | Smoothing sequences of data by extreme selectors |
| | 3F3 | Teaching non-parametric statistics to students in health sciences |
| 3G | Teaching consultancy skills to statisticians |
| | 3G1 | Teaching students and staff consultancy skills |
| | 3G2 | Analysing data from a class taught with clickers |
| | 3G3 | Practice improves presentation |
| 3H | Statistics learning with cases/projects |
| | 3H1 | Teaching statistics and research methods: an integrated approach |
| | 3H2 | Assessing and educating preschool teachers on probability concepts in the classroom |
| | 3H3 | Making statistics real: working with Statistics New Zealand |
| 3I | Teaching Bayesian Statistics |
| | 3I1 | Teaching independence and exchangeability |
| | 3I2 | A Bayesian Mathematical Statistics Primer |
| | 3I3 | Unpredictability, probability updating and the Three Prisoners Paradox |
| | 3I4 | Standard statistical concepts: can they produce incoherence? |
| 3J | Sampling for surveys |
| | 3J1 | Capture-recapture sampling: a student project |
| | 3J2 | The role of scales in teaching statistics for social science students |
| | 3J3 | Cluster optimal sample size for demographic and health surveys |
| 3K | Panel debate on teaching Statistics in context |
| 4A | Statistics education and the engineering world |
| | 4A1 | Teaching engineering statistics to practicing engineers |
| | 4A2 | Achieving success in industrial training |
| | 4A3 | Teaching modern engineering statistics: the contribution of collaboration and shared views of the roles of mathematical statistics in engineering |
| | 4A4 | Engineering statistical needs and engineering curriculum: an analysis |
| 4B | International cooperation in statistical training in the workplace |
| | 4B1 | Utilizing distance education to offer web-based professional development in statistics education to teachers across Europe |
| | 4B2 | Experiences in consulting with Russian biologists on applications of statistical methods |
| | 4B3 | Towards a more integrated international statistical system: the role of training |
| | 4B4 | International Statistical Training - How both large and small organisations can benefit from international cooperation |
| 4C | Statistics in medicine |
| | 4C1 | Strengthening research and statistical skills of medical doctors through a hands-on approach: a case study from Iran |
| | 4C2 | Bio-statistics teaching in the new genome era |
| | 4C3 | Training chiropractors for careers in clinical research |
| 4D | Statistics for future statisticians |
| | 4D1 | Training for Applied Statisticians |
| | 4D2 | Influence of consulting in the selection of topics when teaching Statistics |
| | 4D3 | Teaching for Applied Statisticians |
| | 4D4 | Educating future statisticians: awareness, diversity, service |
| 4E | Statistics for Environmental Science |
| | 4E1 | Introducing data analysis in a Statistics course in Environmental Science studies |
| | 4E2 | Visualization tools to aid in the understanding of Geostatistics |
| | 4E3 | Teaching Statistics to Environmental Scientists |
| | 4E4 | Combining interactive visualization and Statistics to detect patterns in environmental data |
| 4F | Improving the statistical literacy of users through their professional activities |
| | 4F1 | The use of advanced visualisation tools for communicating European data on earnings to the citizen |
| | 4F2 | Changing approaches and perceptions: Biostatistics and its role in teaching the Stellenbosch doctor |
| | 4F3 | Sample survey statistics teaching: an almost worldwide problem on teaching agricultural survey methods |
| 5A | Statistical literacy: concepts, gaps, indicators |
| | 5A1 | Statistical illiteracy in Latin America: a consequence of the different visions about the meaning of statistics |
| | 5A2 | What kind of statistical culture is offered by the Mexican educational system? |
| | 5A3 | How statistically literate are adults? Results from two international comparative studies |
| | 5A4 | Probing college statistics teachers’ instructional goals and classroom practices within a statistical literacy framework |
| 5B | Statistics education and the statistics profession |
| | 5B1 | Some experiences in training statisticians in official statistical offices |
| | 5B2 | Recognising and developing good statistics teachers |
| | 5B3 | Statistics education and the communication of statistics: A report on the IASE/ISI satellite meeting, 2005 |
| 5C | Statistics and journalism |
| | 5C1 | Challenges in modeling and communicating rare and emerging infectious diseases related to blood safety |
| | 5C2 | Working together with the media — experiences of Statistics Finland |
| | 5C3 | Building houses on straw polls: a brief look at some current statistical reporting by journalists in New Zealand |
| 5D | Statistics education and the world of life and health sciences |
| | 5D1 | Teaching statistics basics to biology and health professionals through Bayesian ideas |
| | 5D2 | The role of statistical methods in computer science and bioinformatics |
| | 5D3 | Teaching Bayesian methods in bio-medical research |
| | 5D4 | Innovations in curriculum design: involving subject specialists when teaching statistics to non-statistics students |
| 5E | Statistics in the social sciences - Psychology, Sociology |
| | 5E1 | A non-standard approach to teaching an introductory Statistics course to social science students |
| | 5E2 | Intensive use of factorial correspondence analysis for text mining: application with Statistical education publications |
| | 5E3 | Assessing Psychology students’ difficulties with conditional probability and Bayesian reasoning |
| | 5E4 | Should Psychology abandon p values and teach CIs instead? Evidence-based reforms in Statistics education |
| 5F | Statistics in sport |
| | 5F1 | Sports team quality as a context for understanding variability |
| | 5F2 | Teaching an introductory statistics class based on sports examples |
| | 5F3 | Teaching the fundamentals of Statistics with sports data: Should teams walk or pitch to Barry Bonds? |
| 5G | Statistics education in the financial and actuarial world |
| | 5G1 | Statistical methods in general insurance |
| | 5G2 | Statistics and Finance: living on the “hedge” |
| | 5G3 | Statistics education for actuaries: the syllabus frame |
| 5H | Psychological and social issues in the teaching of statistics |
| | 5H1 | Using examples related to HIV/AIDS to enhance understanding of Statistical theory and of social implications of Statistics |
| | 5H2 | A comparative study of the effects of motivational and attitudinal factors on studying Statistics |
| | 5H3 | A way of integrating civic learning into statistics courses: media reports |
| 6A | Research on statistical reasoning and thinking |
| | 6A1 | Listen to the students: Understanding and supporting students’ reasoning about variation |
| | 6A2 | Informal inferential reasoning |
| | 6A3 | Investigating Statistical unusualness in the context of a resampling activity: students exploring connections between sampling distributions and statistical inference |
| 6B | Research on probabilistic reasoning and thinking |
| | 6B1 | Elementary school students’ informal and intuitive conceptions of probability and distribution |
| | 6B2 | An exploratory study of students’ difficulties with random variables |
| | 6B3 | Using experimental approaches for teaching probability: working on a project using face to face and virtual sessions |
| | 6B4 | Using data, student experiences and collaboration in developing probabilistic reasoning at the introductory tertiary level |
| 6C | Research on developing statistical literacy |
| | 6C1 | Issues for statistical literacy in the middle school |
| | 6C2 | Investigating a hierarchy of students’ graph interpretation |
| | 6C3 | Developing statistical literacy across social, economic and geographic barriers using a “stand-alone” online course |
| | 6C4 | Statistical literacy survey analysis: reading graphs and tables of rates and percentages |
| 6D | Researching assessment in Statistics education |
| | 6D1 | Assessing statistical literacy: a question of interpretation? |
| | 6D2 | Reasoning with evidence — new opportunities in assessment |
| | 6D3 | Assessing students’ statistical reasoning |
| 6E | Research on the role of technology in learning and teaching statistics |
| | 6E1 | Analysing teaching and learning process for the law of large numbers: implications of using software in teachers education |
| | 6E2 | Developing a computer interaction to enhance student understanding in statistical inference |
| | 6E3 | Saying the same (or a different) thing: how shape affects ideas about distribution in a software exploration environment |
| | 6E4 | Investigating the use and usefulness of instant messaging in an elementary statistics course |
| 6F | Theoretical frameworks and Statistics education research |
| | 6F1 | Being critical about approaches to research in statistics education |
| | 6F2 | The meaning of statistics variation in university books in Spain |
| | 6F3 | Design research and design heuristics in statistics education |
| | 6F4 | A framework for examining teacher knowledge as used in action while teaching statistics |
| 6G | Research methodologies in Statistics education |
| | 6G1 | An example of individualizing learning and assessment through computerized testing |
| | 6G2 | Learning goals: the primacy of statistical knowledge |
| | 6G3 | Assessing students’ understanding of statistics |
| | 6G4 | Individual curricula — beliefs behind teachers’ beliefs |
| 6H | New researchers’ mentoring forum: panel and discussion |
| 7A | Building and using databases for student analysis |
| | 7A1 | At the intersection of Statistics and culturally relevant pedagogy: potential and potential challenges of learning Statistics through socal activism |
| | 7A2 | Towards statistical thinking: making real data real |
| | 7A3 | Teaching Statistics using a real-time on-line database created by students |
| | 7A4 | Use of web-based public databases in statistics courses: experiences and challenges |
| 7B | On-line course and web-based instruction |
| | 7B1 | Web-based instruction for statistical power analysis |
| | 7B2 | Giving an internet course on Statistics to environmental scientists in eight countries |
| | 7B3 | Web site and concept maps to teach statistics |
| | 7B4 | Developing and presenting conceptual maps of course content |
| 7C | General purpose statistical tools for students |
| | 7C1 | Students’ probabilistic simulation and modeling competence after a computer-intensive elementary course in statistics and probability |
| | 7C2 | Dynamic, interactive documents for teaching statistical practice |
| | 7C3 | Meanings’ construction about sampling distributions in a dynamic statistics environment |
| | 7C4 | How representational medium affects the DATA displays students make |
| 7D | Interactive software targeting specific statistical concepts |
| | 7D1 | Interactive simulations in the teaching of Statistics: promise and pitfalls |
| | 7D2 | Interactive 3-dimensional diagrams for teaching multiple regression |
| | 7D3 | Understanding replication: confidence intervals, p-values, and what’s likely to happen next time |
| | 7D4 | What does dragging this do? The role of dynamically changing data and parameters in building a foundation for statistical understanding |
| 7E | Technology-intensive curricula and instruction |
| | 7E1 | Using simulation to teach and learn statistics |
| | 7E2 | Differences in students’ use of computer simulation tools and reasoning about empirical data and theoretical distributions |
| | 7E3 | Teaching spatial statistical techniques and concepts |
| | 7E4 | Statistics visualization with dynamic geometry |
| 7F | Principles and theories for the design of learning technologies |
| | 7F1 | An elaboration of the design construct of phenomenalisation |
| | 7F2 | Handling complexity in the design of educational software tools |
| | 7F3 | Learning chance: lessons from a learning-axes and bridging-tools perspective |
| 7G | The role of simulations in Statistics education |
| | 7G1 | Constructing simulations to express developing statistical knowledge |
| | 7G2 | Using simulation to learn about inference |
| | 7G3 | Regression modeling in computer-supported learning environments |
| | 7G4 | Use of virtual experiments in teaching design and analysis of experiments |
| C101 | The role of Statistics and Nutrition at Carlitos School (São Paulo, Brazil) — a pedagogical proposal for the statistics curriculum for the first years of basic school |
| C102 | Evaluating the socio-economic relationship with the absence of reading between the students of a private school and of a public school |
| C103 | Cooperative work in Statistics projects for very busy students |
| C105 | Meta-analysis: pictures that explain how experimental findings can be integrated |
| C106 | How the noncentral t distribution got its hump |
| C107 | Stochastics and the professional knowledge of teachers |
| C108 | Generating different data sets for linear regression models with the same estimates |
| C110 | Questions to assess the understanding of statistical concepts |
| C111 | One step beyond formulas: statistical projects for future mathematics teachers |
| C113 | How should we teach the use of probabilities to take decisions when testing statistical hypothesis? |
| C114 | Forming small class groups using multidimensional scaling |
| C115 | Graduate students and their use of statistical knowledge in educational psychology |
| C116 | SATS at Ball State University: approaches and attitiudes |
| C117 | Assessing statistical reasoning through project work |
| C118 | An explanation of student performance using hierarchical linear model for schools in Pernambuco, Brazil |
| C120 | Statistical analysis of the graduation courses of the campus of Castanhal - UFPA |
| C122 | A hierarchy of tertiary students’ consideration of variation |
| C124 | New methodology for teaching Statistics in Biology: an interactive guide to learning with SPSS |
| C125 | Statistics Education in Venezuela: the case of the basic and middle education |
| C126 | Throwing a die with a computer algebra system – in theory and practice |
| C129 | Understanding high school students’ ideas about probability: some findings from Fiji |
| C130 | Identifying content knowledge for teaching Statistics |
| C131 | Using business-style cases in an introductory Statistics course |
| C133 | Attitudes toward Statistics and their relationship with short- and long-term exam results |
| C135 | YStatTest: a system for automated online test creation and correction |
| C136 | Numeracy and statistical reasoning on entering university |
| C137 | Statistical graphics and experimental data |
| C139 | Diploma in applied biostatistics: an experience in continuing education |
| C140 | Elements of meaning and its role in the interaction with a computational program |
| C141 | Reflection on training, experience, and introductory statistics - a mini-survey of tertiary level statistics instructors |
| C142 | I have some data, what can I do with them? |
| C202 | Posing problems as a statistics teaching activity at engineering undergraduate and graduate levels |
| C205 | A Third World university students perspective of statistics |
| C207 | Periodic Regression |
| C208 | Teaching Construction Classification Rules with Applications in Social Sciences |
| C210 | The calculadora estadistica for present and distance learning |
| C214 | An introductory course to statistical concepts, theory and designs in educational research methods: a combination of strengths and weaknesses |
| C216 | The variation concept: a study with secondary school mathematics teachers |
| C303 | Improving the teaching of statistics in early grades through technology-enhanced learning environments |
| C305 | Discriminant Analysis Between Two Populations Using The Maximum Function |
| C306 | How to teach some basic concepts in time series analysis |
| C307 | A dialogue with Florence Nightingale |
| C309 | A proposal for changing educational practices in the teaching of probability and statistics |
| C310 | Comments on the learning in introductory statistics courses |
| C312 | Assessment of the pedagogical utilization of the statistics online computational resource in introductory probability courses: a quasi-experiment |
| C313 | Statistics teaching in Hungary |
| C314 | Students’ errors and difficulties for solving problems of sampling distributions by means of computer simulation |
| C315 | Progressive mastery testing: does it increase learning and retention? Yes and no |
| C317 | A tool for collaborative knowledge-building in statistics education |
| C319 | Reading ability as a predictor of African-American graduate students’ writing proficiency in the context of statistics courses |
| C320 | Relationship between reading ablity and statistics anxiety among African-American graduate students: implications for the teaching and learning of statistics |
| C322 | A real data approach to teaching the consequences of non-random sampling |
| C323 | Development of statistics methods teaching in primary and secondary education (school) |
| C324 | Teaching estimation about the family of SRS, PPS and MPPS sampling designs |
| C325 | Software tools for introductory statistics: a student-based comparison |
| C327 | Developing a programme of statistical training to support a competency framework in the ONS |
| C328 | Experience with using electronic surveys to meet the six recommendations of the GAISE College Report |
| C329 | The living Census |
| C330 | On average and open-ended questions |
| C331 | A unified approach to testing hypotheses about parameters of a normal population |
| C332 | An investigation about translation and interpretation of statistical graphs and tables by students of primary education |
| C333 | Analysis of didactic situations suggested to distinguish disjunctive events and independent events |
| C335 | Does viewing video of statistics in action affect student attitudes? |
| C336 | Integrating statistics and information technology into an investment risk course |
| C337 | The total probability theorem, the “depends” argument and simulation |
| C339 | Learning objects and blended learning: an example of a continuing education course |
| C340 | A web-based exercise tool using randomized datasets for statistical education |
| C341 | Teaching linear models based on operations research in statistical education |
| C401 | Semiotics function and learning of arithmetics mean |
| C402 | Teaching and learning of the poisson’s model: a model building experience |
| C403 | Improving the teaching of statistics in business education: lessons and reflections |
| C404 | Designing a study process of the central limit theorem for engineers |
| C405 | Statistics education applied to agroforestry area (2005) |
| C406 | Designing Statistical learning opportunities for industry |
| C408 | Promoting positive attitudes towards statistics in pedagogy majors through project work |
| C409 | A didactic proposal for the integration of statistics and basic informatics in an undergraduate pre-degree program: administration and economy of small and medium-sized businesses |
| C410 | Postgraduate teaching performance evaluation system |
| C412 | She will be loved: collaborative project work and statistics learning |
| C413 | Computing probabilities from two way tables: an exploratory study with future teachers |
| C414 | An approximation to the state of the art of statistics education in Colombian schools |
| C416 | Collaborative work in statistics among pre-service math teachers: an example from Portugal |
| C417 | The Development and Future of the Pre-University Statistical Education in Egypt: A Case Study |
| C418 | Project work in statistics: statistics learning as a tool to help students’ knowledge about their educational community |
| C419 | Two battles . . . two victories: how to learn probabilities through a familiar game |
| C421 | Demonstrations in probability and statistics using Excel |
| C422 | A note about a new index to evaluate teaching quality |
| C423 | Using perceptions of randomness to teach statistics to first year statistcs students in South Africa |
| C424 | A constructivist approach to course design in a graduate statistics course |
| C426 | Conceptions about probability and accuracy in argentine students who start a career in engineering |
| C427 | Formal assessment of an innovative web-based tool designed to improve student performance in statistics |
| C428 | The results of a performance test: a multilevel analysis |
| C431 | SOTSS: a system for online testing of statistical skills |
| C432 | Using mathematics and statistics to analyze who are the great sluggers in baseball |
| C433 | An interactive CD-ROM to teach statistics applied to health notions to students in the fundamental schooling |
| C435 | An item response analysis of statistics use in the workplace |
| C436 | Microeconomics forecast: learning by doing; a ten years graduate level experience |
| C437 | Problems when interpreting research results using only p-value and sample size |
| C438 | Contribution of learning statistics at secondary school to students’ results at university |
| C439 | Teaching of Bayesian estimation of “p” probability in a bernoulli process |
| C440 | New paths in the teaching of statistics - with the help of spreadsheets |
| C441 | Statistics applied to education: an analysis of teaching plans |
| C442 | An instrumental obstacle example |
| C443 | Educating children in stochastic modeling: Games with stochastic urns and colored tinker-cubes |
| C444 | Mathematics with sense: a didactic approach for teaching statistics and probability from early ages on |