Numeracy (NNN) Journal

Grants for QR, QL and Statistics

New Popular Books

New Books: Infographics & Explanation

New Books: Education/Numeracy/Sports

New Professional Books

Selected Slideshows

New Textbooks

STATS 2011***

StatLit Workshops: 2012

Statistical Literacy @ Augsburg

Math/Stat Education in the UK

UK Statistical Publications: 2012

Statistical Education Research Journal (SERJ)

CHANCE Magazine

Other Sources

Quotes

Statistical Literacy

Coincidence quotes from the past: “Mr. Bond, they have a saying in Chicago: 'Once is happenstance. Twice is coincidence. The third time it's enemy action'.” — Ian Fleming, Goldfinger
Variations: “Once is an Accident, twice is a Coincidence, and three times is a Pattern”; “Once is an accident, twice is a coincidence, three times is a habit” has been cited in print since at least 1921. “Once is nothing, twice is coincidence, three times is a moral certainty” has been cited in print since 1923. “Once is a mistake, twice a coincidence, three times is a pattern”; “Once a misfortune, twice a coincidence, three times an issue”; “once is luck. twice is coincidence. three times is skill”; “Once is fluke. Twice is coincidence. Three times is a pattern”; “Once a misfortune, twice a coincidence, three times an issue.” Humor: TEACHER: What does “coincidence” mean? STUDENT: Funny, I was just going to ask you that. :)

Numeracy

“I focus on the most important form of innumeracy in everyday life, statistical innumeracy—that is, the inability to reason about uncertainties and risk.” — Gerd Gigerenzer, in Calculated Risks: How to Know When Numbers Deceive You.

Social Causality

“The biggest problem social scientists face is figuring out what causes what.” Macartan Humphreys, Professor, Columbia University

StatLit Videos in 2012

2012 e-COTS:  “Using A Fact Based World View To Engage Students” with Hans Rosling, Karolinska Institute.  e-COTS Keynote address.  Major global changes are gradual and powerful, but many are too slow to reach the news media, and yet too fast to have made it to the textbooks. The Gapminder Foundation has found that new technologies allow for animation of international statistics and story-telling about major global trends. Hopefully this will help students see the beauty of statistics and encourage them to upgrade their knowladge and acquire a fact-based worldview.  [60 min; 55mb]

2012 e-COTS: Using advertisements to teach statistical literacy by Rose Martinez-Dawson, Clemson University. The modern student watches an average of 125 hours of television each month and during this time sees more than 1,600 thirty-second television commercials (Herr). In addition, more than 10 years ago, the average college student was on the Internet 100 minutes per day (Anderson, 2001), a figure that has only increased since then. For each 100 minutes on the Internet, approximately 16 minutes of these consists of viewing advertisements. One of the most popular sites visited on the Internet, Youtube, watched 7.4 hours monthly by the typical Youtube viewer (www.frankwbaker.com/mediause.htm), is a platform by which advertisers reach consumers through the use of stationary and pop-up advertisements. In short, students today are inundated with advertisements on television, Internet and print media; we can and should take advantage of this and use advertisements as a tool to teach statistical literacy. In the Hierarchical Model of statistical literacy (Watson, 1997), statistical literacy is composed of three tiers of which developing a “questioning attitude” is the highest level. This attitude involves a more sophisticated understanding of statistical concepts to challenge claims. Because today's student is accustomed to advertising claims both on television and on the Internet, educators have an excellent opportunity to incorporate them into course material as a means of developing this questioning component of statistical literacy. During this seminar, participants will be shown a variety of advertisements including print advertisements and commercials accessed from Youtube that can be used to enhance this questioning attitude of statistical literacy. In addition, results from research involving the use of advertisements on challenges students made to statistical claims in advertisements will be discussed. The audience will participate in a demonstration to illustrate this approach to teaching statistical literacy. Participants will gain an understanding of the role advertisements can play in teaching statistical literacy and ways in which advertisements can be incorporated into their courses.  [30 min; 25 mb]

StatLit Audios in 2012

2012 e-COTS:  “A Second Statistics Course is Needed: What should it be?” with Marc Isaacson and Milo Schield, Augsburg College

Big data, AP stats and the common core are driving the need for a “second” statistics course. What should it be? Isaacson will argue for a Statistical Literacy course that emphasizes breadth. Schield will argue for an advanced-topics follow-on course that emphasizes depth. Isaacson will argue that the traditional inference course doesn't have time for important topics such as coincidences, confounding, evaluating surveys and studies, and “Where do statistics come from?” so a statistical literacy course is needed. Schield will argue that the 50% of college graduates who are in quantitative majors and are required to take a statistical inference course need a follow-on applications course. This course should focus on inference-related applications (ANOVA and web analytics), modelling (linear and logistic regression), simulation (boot strapping and financial modeling) and other advanced topics (factor and cluster analysis; epidemiology and causation in observational studies). Participants will be given specific examples of each topic so they can better appreciate their value to students. Participants will be invited to support either side or both during the presentation. [Schield has taught the advanced modelling course using linear and logistic regression, an MBA course in quantitative methods, and is using web analytics to make business decisions. Isaacson developed the first Statistical Literacy course online and the first Statistical Literacy for Managers course.]  [30 min; 26mb]

2012 e-COTS: “Big Data Generates Beguiling Coincidences” with Milo Schield, Augsburg College

Today's data users face a data deluge: data is everywhere in massive amounts. Big data leads to the omni-presence of coincidence which leads people to conclude that there is something more going on than “mere” chance. Educators often see this differently, and ponder how to lead students to a more accurate idea of “expected.” This presentation argues that coincidences are more likely because of what is unseen and presents a probabilistic approach to “expected.” Spreadsheets are presented that help make the unseen more visible and help students challenge and develop their notion of “expected.” These spreadsheets demonstrate coincidence with runs with coins, with linear and non-linear clusters in a two-dimensional grid, and with the Birthday problem. Coincidences are explained mathematically and geographically. Participants will access the ideas and the materials and assess their inclusion in an intro stats course.  [5 minutes; 4 mb]

Important Articles

Other Journal Articles

eCOTS 2012

ASA: Statistical Literacy Session

ASA JSM

New Books: Science and Statistics

New Editions

General News in 2012

 

2012 ASA President's Message:  Statistical Literacy and the 2013 International Year of Statistics.  Copy.  “Statistical literacy can no longer be viewed as a skill needed by a select few; it is essential knowledge required by all that must be developed beginning at an early age and built on throughout one’s school years.”

Nov 15:

Educators' Statistical Literacy: Graduate Education University of Melbourne.  Principals and teachers are now expected to make data driven decisions regarding planning and practice. This project is examining principals’ and teachers’ attitudes to, and perceptions of, statistical reports as well as their skills in interpreting such quantitative information. Surveys and focus groups have been used to collect data from 900 respondents. Researchers include Ian Gordon and Robyn Pierce (U. Melbourne), and Jane Watson and Helen Chick (U. Tasmania).  PDF

Nov 11:

Scoop.It: Mathematical and StatisticalLiteracy. Curated by mily C. Shahan.  “Artifacts of mathematical/statistical work in the world to bring into a mathematics classroom.” Emily Shahan, MEC Consultant and mathematics teacher. Emily taught high school, middle school, and upper elementary students prior to returning to graduate school in teacher education at Stanford to pursue a degree in mathematics education. Currently a Lecturer at Vanderbilt University, she studies the teaching and learning of introductory algebra and teaches pre-service elementary and secondary math teachers. Vanderbilt 2008: Emily Shahan, assistant professor of the practice of mathematics education (M.A., 2001, Stanford University; B.A., 1995, Williams College)

Nov 10:

Nate Silver: Why I Started FiveThirtyEight.  Checkout his new book, The Signal and the Noise. Contrasts Bayesian ideology with Frequentists approaches to forecasting.

Nov 1:

Causality in Statistics Education Prize established by the ASA and funded by Judea Pearl.  Applications due by Feb 28. See Ron Wassestein's interview of Judea Pearl.  See Pearl's review of Econometric textbooks.

Oct 22:

Statistical Literacy for Journalists: A Tribute to Victor Cohn.  Augsburg College 6-8 PM. Sponsored by the Twin Cities Chapter of the American Statistical Association and the Media Committee of the International Statistical Literacy Project.  Speakers: Milo Schield (Augsburg College), Lewis Copes (Minneapolis Star and Tribune, Retired) and Deborah Cohn Runkle (Sr. Program Associate, AAAS)

Oct 18:

Telegraph 'Statistical illiteracy' leaves citizens at risk of being duped by politicians and businessmen, warns British Academy. Highlighting a strong of studies in which employers “lament” modern graduates’ lack of numeracy, it goes on to warn of implications for everyday life. “Without statistical understanding citizens, voters and consumers cannot play a full part,” it insists. “To call politicians, media and business to account, we need the skills to know when spurious arguments are being advanced.”  PDF.

Oct 16:

British Academy releases a position statement: “ Society Counts: Quantitative Skills in the Social Sciences and Humanities”  “The British Academy is deeply concerned that the UK is weak in quantitative skills, in particular but not exclusively in the social sciences and humanities. This deficit has serious implications for the future of the UK’s status as a world leader in research and higher education, for the employability of our graduates, and for the competitiveness of the UK’s economy.” “With moves towards more open access to large scale databases and the increase in data generated by a digital society – all combined with our increasing data-processing power – more and more debate is likely to turn on statistical arguments. Providing citizens with the means to understand, analyse and criticise data becomes ever more integral to the functioning of a democracy.”

Oct 7:

APA Guidelines V 2.0 Statistics.  Statistical Sage blog. Outcomes that are related to statistics: 1.2e Students will be able to interpret simple graphs and statistical findings. (p 25) 1.2E Students will be able to describe the importance of specific statistical findings and complex graphs in the context of its level of statistical significance. (p 25) 1.4f Students will be able to select, apply, and interpret appropriate descriptive statistics to derive valid conclusions regarding research outcomes. (p 27) 1.4F Students will be able to select, apply and interpret appropriate inferential statistics to derive valid conclusions regarding research outcomes. (p 27) 3.1f Students will be able to interpret quantitative data displayed in statistics, graphs, and tables, including statistical symbols in research reports. (p 41) 3.1F Students will be able to construct appropriate display of quantitative data in statistics, graphs, and tables.
In areas that are very closely related to applied statistics, and I’m suspecting that most of you cover in your applied statistics classes we have the following outcomes.
1.4 a Students will be able to describe various research methods used by psychologist including their respective advantages and disadvantages. (p 27) 1.4A Students will be able to evaluate the effectiveness of quantitative and qualitative research methods in addressing relevant research questions. (p 27) 1.4b Students will be able to discuss the value of experimental designs (i.e., controlled comparisons) in justifying cause-effect relationships. (p 27) 1.4B Students will be able to limit cause-effect claims to research strategies that appropriately rule out alternative explanations. (p 27) 1.4e Students will be able to explain why conclusions in psychological projects must be both reliable and valid. (p 27) 1.4E Students will be able to design and adopt high quality measurement strategies that enhance reliability and validity. (p 27)

Oct 3:

Can we afford Statistical Literacy?  RSS Workshop Plymouth Univ.  David Walker (Chair ESRC Methods and Infrastructure Committee) and John Pullinger (Chair of the UK Data Forum President-Elect of the Royal Statistical Society).  “The getstats Campaign presentation will draw on evidence about public misunderstanding of frequency, risk and probability and will chart its potential cost in the consumption of collective goods such as health and education and in commercial markets. It will then turn to model the benefits of higher levels of statistical literacy on productivity and resource allocation. The talk will outline the ambitions of the Royal Statistical Society getstats Campaign, noting challenges to and opportunities for professional statisticians in widening public understanding and the applications of statistical techniques.”

Sep:

Statistical literacy course (SCIL 07001) Univ of Edinburgh.  Organized by Dr. John Macinnes (Sociology).  Description  Details

Aug 31:

How I Created a Trapezoidal Display of Simpson's Paradox by Arjun Tan, Prof Emeritus at Alabama A&M Univ. The trapezoidal display of Simpson's paradox has been independently created at least three times. Lesser (2001) notes Tan (1986).  Wainer and Brown (2004) note Jeon, Chung and Bae (1987) and Baker and Kramer (2001).

Aug 14:

Made it! An uncanny number of psychology findings manage to scrape into statistical significance by E. J. Masicampo at Wake Forest University, USA, and David Lalande at Université du Québec à Chicoutimi.  “an unusually large number of psychology findings are reported as “just significant” in statistical terms. The pattern of results could be indicative of dubious research practices, in which researchers nudge their results towards significance, for example by excluding troublesome outliers or adding new participants. Or it could reflect a selective publication bias in the discipline — an obsession with reporting results that have the magic stamp of statistical significance. Most likely it reflects a combination of both these influences.”

Aug 3:

Understanding risk statistics about breast cancer screening by Fiona Fidler and Bonnie Wintle (Univ. Melbourne).  Explains why five-year survival rates are misleading in terms of lead-time bias and over-diagnosis bias. “Improved statistical literacy about breast cancer screening is vital because it means that people can make informed decisions about screening and seek a second opinion if a test comes back positive.”

Jul 11:

Steve Ziliak comments on Soyer-Hogarth's Visualizing Economic Uncertainty. “expert econometricians themselves—our best number crunchers—make better predictions when only graphical information—such as a scatter plot and theoretical linear regression line—is provided to them. Give them t-statistics and fits of R-squared for the same data and regression model and their forecasting ability declines. Give them only t-statistics and fits of R-squared and predictions fall from bad to worse.”

Jul 5:

On students’ conceptions of arithmetic average: the case of inference from a fixed total by Dov Zazkis at San Diego State University in the International Journal of Mathematical Education in Science & Technology.  Abstract: There is more to understanding the concept of mean than simply knowing and applying the add-them-up and divide algorithm. In the following, we discuss a component of understanding the mean – inference from a fixed total — that has been largely ignored by researchers studying students understanding of mean. We add this component to the list of types of reasoning needed to understand mean and discuss student responses to tasks designed to elicit this component of reasoning. These responses reveal that inference from a fixed total reasoning is rare even in advanced high school students. DOI:10.1080/0020739X.2012.703338.

Jun 22:

Data Literacy for Journalists.  “data literacy is the ability to consume for knowledge, produce coherently and think critically about data.” References the Data Journalism Handbook (See below).

Jun 20:

Saint Joseph's College Looks to Improve Quantitative Literacy with $10K Grant.  The focus of the faculty development workshop sponsored by this grant is to help faculty create hands-on activities with data acquisition equipment that will enhance students' quantitative thinking.” In 2011, St. Joseph received a $10K grant from Vernier for purchase of Vernier data-collection technology.  Sept 23, 2011

Jun 18:

Klass publishes Second Edition of “Just Plain Data Analysis.”  “Gary Klass, associate professor of politics and government, has recently published the second edition of his book, Just Plain Data Analysis. The book is designed to teach statistical literacy skills that students can use to evaluate and construct arguments about public affairs issues that are grounded in numerical evidence. The book also mentions skills that are often not taught in introductory social science research methods courses and that are often covered sketchily in the research methods textbooks: where to find commonly used measures of political and social conditions; how to assess the reliability and validity of specific indicators; how to present data efficiently in charts and tables; how to avoid common misinterpretations and misrepresentations of data; and how to evaluate causal arguments based on numerical data. This new edition has a chapter on statistical fallacies and many updates throughout. It also teaches students to find, interpret, and present information in a clearer and more practical way.”  Amazon.  “This second edition has four new new chapters that are a must-read for anyone interested in where statistics come from and how they are formed by our choices.” — Milo Schield

May 14:

NSF Request for ideas about a Mathematics Education Initiative.  “This funding [$60 M] will create a dual-agency initiative on mathematics education that will combine the strengths of NSF and ED to stimulate needed research and development in mathematics education and the use of successful practices and innovations at scale. This initiative will support researchers, practitioners, and institutions with the greatest potential for transformational impact, and provide opportunities for state, local and institutional decision-makers to infuse proven practices into mathematics education. The goal is to have a lasting impact on the learning and teaching of mathematics.”  Deadline: July 1, 2012.  “Explain the priority issue, challenge, or opportunity; provide a brief rationale for its importance; and comment on the implications it has for the teaching and learning of mathematics at the K-16 level. Provide the evidence or research base that supports the priority issue, challenge, or opportunity you have identified, including references, if appropriate.”

May 4:

Math-QL Academic Position at Bay Path College in Longmeadow, MA. “The College is very eager to refocus our mathematics and statistics courses on quantitative literacy and numeracy with a special effort to building these skills into numerous components of our entire curriculum. We are especially interested in an individual — regardless of academic preparation — who can help to lead this effort.”

Apr 26:

Coincidences: What are the chances of them happening? by David Spiegelhalter.  BBC News.  PDF

Apr 24:

Data and Statistical Literacy. An interactive web-based tutorial that promotes the development of critical thinking and [information] evaluative skills.  Posted by Susan Metcalf (Western Carolina University) on MERLOT: Multimedia Educational Resource for Learning and Online Teaching.

Apr:

“ Welcome to Statistical Literacy, the science of understanding.”  This site is about statistical literacy in Farsi. It is trying to help society to understand statistics and its applications. Try it and enjoy…  Site owner: Afshin Ashofteh ().  “Statistical literacy is a term used to describe an individual's or group's ability to understand statistics. Statistical literacy is necessary for citizens to understand material presented in publications such as newspapers, television and the internet. Numeracy is a prerequisite to being statistically literate. Being statistical literate is sometimes taken to include having both the ability to critically evaluate statistical material and to appreciate the relevance of statistically-based approaches to all aspects of life in general.” “Upper limit minds discuss ideas; Average minds discuss events; Lower limit minds discuss people.”

Apr 5:

Education, statistics and the big data future by Tom King (RSS News) PDF

Apr 2:

Statways: New statistics course aims to accelerate college students’ path to success.  EdSource Extra

Mar 27:

Obama administration to push big data agenda by Barb Darrow (blog).  “Here are three things the feds could do right off the bat to promote better use of big data: (1) put the government’s own data sets into open formats, (2) push states to include a data or statistical literacy component in their education plans, and (3) establish ways to continuously collect data on prescribed topics as opposed to relying on temporary snapshots.”

Mar:

Data Journalism Handbook 1.0 beta.  Edited by Jonathan Gray, Liliana Bounegru and Lucy Chambers

Mar 23:

Statistical Literacy blog by Armin Grossenbacher.  Good overview of data literacy, visualization and communication.

Mar 22:

Statistical literacy in film studies I by Nick Redfern (blog)  Statistical literacy in film studies II

Mar 22:

RSSCSE Pathways to Teaching Statistics.  Information

Mar 16:

New book: Student Writing in the Quantitative Disciplines: A Guide for College Faculty by Patrick Bahls

Feb 21:

Math Matters: America's Innumeracy by Walter Williams

Feb 8:

Millions, Billions, Zillions: Why (In)numeracy Matters by Brian Kernighan (Berkman Fellow & Department of Computer Science, Princeton University) at Harvard Univ. PDF

Feb 6:

Presentation Skills: Bring Statistics to Life — by Carmine Gallo in Forbes. “Statistics often don’t mean much if left on their own. In fact, the bigger the number, the more important it is to put into context. Have fun with it. Brainstorm ways to add context around the statistic and bring it to life with interesting, compelling PowerPoint visuals. It’s estimated that on any given day 30 million PowerPoint presentations are delivered. That’s the equivalent of 20,000 presentations started every minute. Most of those presentations are bland, confusing, and convoluted, especially if they are full of statistics, charts and graphs. Don’t add to the confusion. By bringing statistics to life, your audience will be more likely to recall the information later and thoroughly enjoy your presentation.”

Feb 1:

RSS GetStats: Proposes 12 ‘number hygiene’ rules for journalists.  Two-page text-only copy  Blog

Feb:

Project-SET (Statistics Education for Teachers) Opens new NSF-funded website for those interested in teacher preparation.

Jan 19:

RSS Report: The Future of Statistics in our Schools and Colleges by Roger Porkness.  “Policy on mathematics post-16 should ensure that a large majority of young people continue with some form of mathematics post-16.” See Table 11: Statistics topics in the A level Mathematics [No mention of confounding] “The ideas of correlation and causation, often linked together, are widely used outside mathematics. More could be done within mathematics to emphasise the danger of assuming that correlation implies causation.” “It is very likely that new post-16 courses will soon be developed… <snip> These courses will be designed for those who currently do no mathematics or statistics beyond GCSE. Since many such students are currently very glad to have given up all forms of mathematics, the new courses will only be successful if they succeed in engaging the interest and enthusiasm of this clientele. They will require careful design and the statistical content, and the way that it is presented, will be critical in this.” “Another ever-present danger is that those who do not understand the value of statistics exert political pressure for a reduction in the extent to which it is taught: 'More algebra and less data handling' is a beguiling message.”

Jan 13:

UTSA QLP Program Guidelines for Q-Course Grant Submission Proposals  (Due Jan 13, 2012).  Q-Course ProposalWorksheet.  Quantitative Literacy Course (Q-course) Development Grants: Invitation to faculty (11/7/2011).  All based on the 8 “EVALUATE” learning outcomes.

Jan 3:

The Big Mistake: Teaching stat as though it were math by Douglas Andrews, ASA.  “The foundation of stat is in empirical science and in learning from observed data, not in math.”

Technical News in 2012

Dec 21.:

“ Connecting Research to Practice in a Culture of Assessment for Introductory College-level Statistics  Released by CAUSE.  Excerpts: “As the field and practice of statistics has changed, it has become more difficult to provide an agreed upon list of specific topics or procedures that all students should learn.” (1) Cognitive Outcomes: “Research Priority 1: What are the core learning outcomes of statistics that students should develop in order to be statistically literate citizens…?”  Examples of questions: “What core learning outcomes help people to make informed decisions based on data on a daily basis (e.g., what types of statistical literacy are needed to understand statistical information in the media and other public forums)?” (4) Teaching Practice: “Research Priority 1: Research Priority 1: What are effective instructional approaches for developing or improving particular learning outcomes (e.g., statistical literacy, statistical thinking, conceptual understanding, informal inferential reasoning)?” Examples of questions: “What types of effects does using real data for instruction and assessment have on students' statistical literacy?” “What are the essential characteristics of active learning instruction that support the development of statistical literacy and thinking in students?” (6) Technology: Research priority 3 (Curriculum): Examples of questions: “How does the goal of producing statistically literate citizens change the curriculum in light of new types of data and sources of data brought on by technological advances (Gould, 2010)?”

Dec 19:

Wellesley employment for Quantitative Analysis Institute Director.  “Wellesley College is forming a new Quantitative Analysis Institute that will serve both faculty and students in higher level quantitative work. Please share this [two-year] job posting with individuals interested in leading quantitative research and instruction.”

Dec 6:

Statistical Literacy taught using new version (V9) of Odysseys2sense.  Augsburg students completed 24 challenges that involved reading and evaluating numbers in the news Operating the new system (6up, 1up slides)

 

US Census Bureau Terminates US Statistical Abstract.  The Statistical Abstract of the United States, published since 1878, is the authoritative and comprehensive summary of statistics on the social, political, and economic organization of the United States. The U.S. Census Bureau is terminating the collection of data for the Statistical Compendia program effective October 1, 2011.

Sep 12–14:

International Association of Official Statistics (IAOS).  Kiev, Ukraine.  Topics and Panel include Statistical Literacy. Sessions. Abstracts due by Dec 1, 2011.

Sep 13:

CUNY adopts QR in Common Core.  John Jay (CUNY) to hire 4 instructors for QR.

Jul 29–
Aug 2:

ASA Joint Statistical Meetings San Diego  Online program  StatEd-sponsored sessions  Papers must be uploaded by 11:59 p.m. EDT September 28.

Sunday

4:00 pm.

Contributed session #74.  How Causal Heterogeneity can Influence Statistical Significance in Clinical Trials by Milo Schield  6up

4:00 pm.

Invited session 46.  Causation in Statistics: A Gentle Introduction by Judea Pearl  Abstract

Monday

7:00–
8:15 am.

Breakfast roundtable 97. ML11: Teaching epidemiological thinking by Milo Schield Abstract [cancelled]

10:30–
12:15.

Statistical Literacy 2012 session 156.  Is Statistical Literacy at Risk with Common Core Standards? by Kathy Hall Abstract 6up; How Economic and Social Statistics became the Stepchildren of the Profession by Othmar Winkler Abstract; Teaching Quantitative Reasoning Skills: A Numeracy Infusion Course for Higher Education (NICHE) by Esther Wilder Abstract 6up Handouts; Clinician Numeracy Clinical Numeracy — Getting the Gist of Health Risks by Caverly et al  Abstract 6up Talk; Lost: Assessing Student Survival Skills in the Statistical Wilderness using Real Data by Marc Isaacson Abstract 6up.

10:30–
12:15.

Invited Session 266: A new u-statistic with superior design sensitivity in matched observational studies by Paul R Rosenbaum, University of Pennsylvania Abstract

12:30–
1:50.

Lunch roundtable: ML22 ‘Big Data’ in the Introductory Applied Statistics Course? John McKenzie, Babson College

Tuesday

7:00–
8:15 am.

Breakfast roundtable 261 Observational studies and epidemiological thinking: Interpreting health studies based on observational data by Jareen Meinzen-Derr Abstract.

8:30–
5:00.

Workshop ($370)  CE_08C Targeted Learning: Causal Inference for Observational and Experimental Data

8:30–
10:20 am.

Invited session 266. A new u-statistic with superior design sensitivity in matched observational studies by Paul R Rosenbaum. Abstract

2:00–
3:50 pm.

Topic-contributed session: Improving causal analysis in observational studies 391. Making instrumental variables look more like experimental design by Baiocchi and Small Abstract

2:00–
3:50 pm.

Topic contributed session: The Search for Missing Data 383. Two Intent-to-Treat Principles by Thomas Permutt. Abstract

Wednesday

12:30–
1:50.

Roundtable: WL26 How Do We Adjust for Confounding Factors in Environmental Health? Francesca Dominici, Harvard Univ.

2:00–
3:50 pm.

Invited session: Are Fine Particulates Killing Californians? 545. Background and Evaluation of Evidence by James E. Enstrom Abstract

2:00–
3:50 pm.

Invited Session Roles of Language in Teaching Statistics: Research and Practice 544. Fisher, Kaplan and Wagler (Lesser)

6:00–
8:00 pm.

Statistical Education Section Business Meeting HQ-Sapphire EF.

Thursday

8:30–
10:30 am.

Contributed session: Visualising complex models 611. Model deconstruction and Hill causality by William Heavlin Abstract

10:30–
12:30.

Contributed session: Problems in Non-parametrics 650. Instrumental variables for causal inference: deciding when to use them by Boriska Toth and Mark van der Laan. Abstract

Jul 9–14:

World Congress on Probability and Statistics. Istanbul.

Jul 9–13:

RC33 Eighth International Social Science Methodology. University of Sydney. Open abstract submissions 2 Sept 2011; Close abstract submissions 1 December 2011; Papers due 10 April 2012

Jul 9–12:

ASC2012. Australian Statistics Conference, Adelaide.  Other events.  Other conferences

Jul 8–15:

ICME-12

Seoul Korea. See TSG12: Teaching and learning of statistics. Deadline for proposals: Nov 1, 2011. E-mail call for proposals: Topics of interest include “Statistical literacy (its role in the curriculum, the challenges in preparing teachers to teach with statistical literacy as a goal)” ICME-12 website: “Statistical literacy and its role in the curriculum including the content that is important for achieving statistical literacy and the challenges in preparing teachers to teach with statistical literacy as a goal.”

Jul 2–6:

IASE Roundtable Conference on Technology in Statistics Education: Virtualities and Realities, Cebu City Philippines. October 1, 2011 for submission of summaries of papers to the Chair of the 2012 Roundtable Scientific Program Committee.

Jun 30:

Endeavour Executive Award for study in Australia. The Endeavour Executive Award aims to:

• Enable high achieving professionals to further develop their skills, knowledge and leadership capabilities;
• Deepen professional engagements between Australia and participating countries;
• Strengthen mutual understanding between the people of Australia and Award Holders’ host countries;
• Build international linkages and networks, and
• Allow professionals the opportunity, on returning to their home country, to share their updated skills and knowledge with colleagues.

Applications due by June 30.

Jun 27:

eCOTS Sessions Publicly available. “The first biennial Electronic Conference on Teaching Statistics (eCOTS) hosted by CAUSE (Consortium for the Advancement of Undergraduate Statistics ), May 13-18, 2012, had 420 statistics educators and students registered. The conference, which was presented over the internet, showcased three Statistics Education themes: Debating the Big Ideas, Statistics for the Modern Student, and Commercial Resources for Teaching Statistics. The eCOTS conference content (audio & video) are now unrestricted and can be viewed by everyone, not just the registered attendees. There are 14 breakout presentations, 22 virtual poster presentations, 4 panel discussions and 2 keynote presentations.”
[Check out these virtual poster sessions: Using advertisements to teach statistical literacy video with Rose Martinez-Dawson, Clemson University; and "Big Data Creates Beguiling Coincidences" by Milo Schield.
Checkout this invited breakout session: “A Second Statistics Course is Needed: What should it be?” by Marc Isaacson and Milo Schield.]

Jun 15:

Master/PhD Education Scholarship in Statistical Literacy at Queensland University of Technology (Brisbane, AU). Applications are invited from appropriately qualified individuals for a scholarship to undertake either their Master of Education (Research) or PhD in Education at Queensland University of Technology (QUT), with the primary focus of the project being on statistical literacy across grades 4 to 6. There is the option to articulate from the MEd (Research) study to a PhD project. The project: Statistical Literacy in the Primary School—Beginning Inference. Across all walks of life, the need to understand and apply statistical literacy is paramount. Residing in an age of information explosion, young students more than ever need to reason and deal critically with data. This three-year longitudinal study will introduce a new and innovative approach to developing statistical literacy in the primary school years (grades 4 to 6), with a focus on beginning inference - a core component of statistical literacy and an increasingly important life skill. PDF

Jun 11–14:

6th Annual International Conference on Mathematics, Statistics and Education (Teaching) Mathematics and Statistics. Athens, Greece. Contact: Professor Gregory T. Papanikos. Organized by: Athens Institute for Education and Research. Deadline for abstracts/proposals: 14 February 2012.

Jun 4:

Pomona College Awarded $250,000 Grant for Quantitative Studies Center. “Pomona College was awarded a $250,000 grant by the Arthur Vining Davis Foundations to establish the new Quantitative Studies Center. The new center will provide the quantitative skills support to aid any student with interest in science, technology, engineering or mathematics disciplines to succeed and persist, improve the quantitative reasoning skills of all Pomona students and promote quantitative literacy as a goal for all Pomona graduates.” PDF.

Jun 1–3:

IISSAM, the International Institute for SoTL Mentors and Scholars. Held at Loyola Marymount University, in Los Angeles, CA. Plenary speakers: Mary Huber, Eric Strauss, and Jennifer Meta Robinson. Tony Ciccone will lead a preconference workshop on May 31, 2012. Registration and call for posters.

May 31–
Jun 2:

Quantitative Reasoning in Math and Science Education Symposium. 2nd annoucement. WISDOM^e of the University of Wyoming, the NSF Pathways Project, a multiple university Mathematics and Science Partnership (MSP) housed at Colorado State University, and the Georgia Southern University Office of Research invite you to participate in the International STEM Research Symposium to be held in Savannah, Georgia May 31 through June 2, 2012 at the Marriott Savannah Riverfront Hotel. This symposium is a continuation of efforts in WISDOM^e to establish an active research collaborative focused on quantitative reasoning. This effort has already spawned a research conference, working sessions at PME and NCTM, and a monograph on QR. The symposium will incorporate four themes: Quantitative Reasoning (QR), Mathematics as a Lived Experience (DIME), Technology in Mathematics Teaching (TTAME), and Learning Progressions (LP). The focus is on QR with discussions in the other three themes framed within QR.

May 14–18:

eCOTS-2012: Electronic Conference on Teaching Statistics. “designed to focus on undergraduate-level statistics education (including AP Statistics), with a target audience of statistics teachers.” hree themes: (1) Teaching Statistics: Debating some of the Big Ideas, (2) Statistics for the Modern Student and (3) Reaching Out and Building Relationships Beyond the College Statistics.  Agenda (pdf).  eCOTS Keynote speakers and breakout sessions.  Using advertisements to teach statistical literacy” with Rose Martinez-Dawson, Clemson University. Tues noon (EDT) Schield and Isaacson present a “big-ideas” webinar: “A ‘Second’ Statistics Course is Needed: What should it be? Abstract.  Schield presents a poster-webinar: Big Data Generates Beguiling Coincidences. Abstract 6up-slides video (5min, 8mb)

May 15–17:

Keene State College plans Integrative Quantitative Literacy (IQL) Faculty workshop. Part of Keene's Integrative Studies Program (ISP).  Milo Schield gives seven talks and a workshop on statistical literacy.

1. Statistical Literacy 6up;
2. Critical Thinking 6up;
3. Coincidence 6up;
4. Reading Tables and Graphs 6up;
5. Reading Graphs and Tables 6up;
6. Statistical Literacy and Mathematics 6up;
7. Statistical Literacy: Confounding 6up.

Apr 25:

Deadline Expression of Interest (EoI) for Development and implementation of statistical literacy university course for journalists. Announcement. Activity scope and Terms of References. Launch date: April 6.

Apr 23:

Lecture: The development of statistical and mathematical literacy by Iddo Gal at Stellenbosch University. PDF

Apr 18:

Mind your confidence interval: how statistics skew research results by Geoff Cumming, Emeritus Professor at La Trobe University

Apr 14:

16th Annual Meeting of the Northeast Consortium on Quantitative Literacy (NECQL)  Theme: Blended Learning and Technology in QL Education.  Skidmore College, Saratoga Springs, NY  Program

Apr:

Team-Based Learning in a Statistical Literacy Class by Katherine St. Clair and Laura Chihara (Carleton College). Journal of Statistics Education Vol 20, Num 1.

Mar 8:

StatChat Agenda:  Educating Citizen Statisticians by Rob Gould.  Coincidence in Runs and Clusters by Milo Schield  6up  1up.  Macalester College.

Mar 2:

Statistics Symposium at T^3 Conference (Teachers Teaching Using Technology) in Chicago.  Statistics Symposium (10:15 a.m. – 5:15 p.m.) Day-long event featuring presentations and panel discussions on issues related to the teaching and learning of statistics and on topics that should be part of a statistics curricula focused on preparing students for a variety of future options. Presenters include George Cobb, Floyd Bullard, Tim Erickson and other speakers from both academia and industry.  Milo Schield: Statistical Literacy: A Math-Stats Alternative  6up  1up “Good talk” George Cobb.

Feb 24:

Schield Lecture on Quantitative Reasoning at Lehman College, NYC.  Statistical Literacy for All  1up 6up. Statistical Literacy at Augsburg. 1up  6up.  Math dept 6up

Feb 22–24:

The Sixth Winter Institute On Statistical Literacy For Librarians (WISLL).  University of Alberta Libraries. This training event will provide strategies and skills for finding, evaluating and retrieving online published statistics and will be useful to information professionals working in academic, public and special libraries.

Feb 16–18:

2012 ASA Conference on Statistical Practice Orlando, Florida

Jan 3–24:

Statistical Literacy course at the Brooklyn Brainery. Taught by Matt Stevens.  Four Tuesdays, 6:30-8:00 PM. $65. “Statistical Literacy is a lecture course, with a few little games thrown in, but we use as little math as possible, and nothing more advanced than basic algebra, so beginners are welcome. This course is devoted to the ideas behind statistics. These ideas are used in everything from sports to gambling, from physics to opinion polls.  (1) We start with the question of causality: When correlation means causation, when it doesn't, and how experiments work into it. These ideas are key both to science and to everyday living. The kind of science you see in the newspaper will never look the same again. (2) Then we turn to summarizing variables. I'll show you some beautiful graphs, some horribly ugly ones, and some of the ways they can mislead you. We look at three meanings of “average,” and how they can be used to tell different stories. We wrap it all up with “sigma” — used in testing and engineering — and the “standardizing” of test scores. (3) Next we look for order in the cloud. How to make sense of a scatterplot, what “correlation” means, and look at the all-important “regression effect,” critical to understanding the “Sports Illustrated cover jinx.” We'll touch on the Ecological Fallacy, and how it affects our view of Red States and Blue. (4) Finally, in the last section, we start by rolling dice and flipping coins to find that the “law of averages” isn't a law at all. That takes us to the Normal Curve, which helps us learn what pollsters mean by “margin of error” and what scientists mean by “statistical significance.” (5) With these covered, you'll know just about all the statistics you need to understand the modern world.”

Jan 4-7:

MAA Joint Mathematical Meeting.  Boston.
Tues 8-5: Identify/Address Difficult Concepts in the Introductory Statistics Course. Marjorie Bond. MAA Ancillary Workshop.
Tues 9-4:30: Teaching Modeling-Based Calculus Hampton 3rd Floor Sheraton. Daniel Kaplan, Daniel Flath, Randall Pruim and  Eric Marland.
Wed 9-11: Teaching introductory statistics.  Part A Salon HI, 4th Floor, Marriott. MAA Minicourse #14.
Wed 9-10:20. MAA/NCTM Mutual Concerns Committee Panel Discussion Why is transition from high school to college important? Issues and next steps. Room 309, Hynes Organizer: Gail Burrill, Michigan State.  Panelists: Arthur Benjamin, Harvey Mudd College David Bressoud, Macalester College William McCallum, University of Arizona Daniel Teague, North Carolina School for Science and Mathematics Paul Zorn, St. Olaf College
Wed 2:15-6:40. MAA-AMS Invited Paper Session on the Philosophy of Mathematics Room 302, Hynes Organizers: Thomas Drucker, University of Wisconsin-Whitewater Bonnie Gold, Monmouth University and Daniel Sloughter, Furman University. 2:15 p.m. Is Mathematics the Language of Physics? Arthur M Jaffe*, Harvard University (1077-AJ-71)
Wed 2:15 -3:35 Statistics and probability in the Common Core State Standards  Panel Discussion.  SIGMAA-StatEd/ASA-MAA Joint Committee on Statistics Education.  Room 309, Hynes. Organizers: Nancy Boynton, SUNY Fredonia Gail Burrill, Michigan State University Ann Watkins, California State University, Northridge.  Panelists: Christine Franklin, University of Georgia Joan Garfield, University of Minnesota Roxy Peck, California Polytechnic State University, San Luis Obispo J. Michael Shaughnessy, National Council of Teachers of Mathematics Andrew Zieffler, University of Minnesota
Wed 5:45 p.m.-7:15 p.m. SIGMAA on Statistics Education Business Meeting and Reception Room 202, Hynes
Wed 8:30-9:30 PM A 250-year argument: Belief, behavior, and the bootstrap. Ballrooms A/B, 3rd floor, Hynes Bradley Efron, Stanford U.

Thursday 2-4 PM poster session: Quantitative Reasoning in the Contemporary World. Stuart Boersma*, Bernard L. Madison, Caren Diefenderfer and Shannon Dingman.
Thursday 2-4 PM poster session: Evaluation and Assessment of Teaching and Learning About Statistics (e-ATLAS). Joan Garfield*, Bob delMas and Andy Zieffler.
Friday: 9-11. Teaching introductory statistics.  Part B Salon HI, 4th Floor, Marriott  MAA Minicourse #14.
Friday 5-6 p.m. SIGMAA on Quantitative Literacy Business Meeting Room 309, Hynes

Quantitative Literacy and Decision Making Friday, 8:00 – 10:55 a.m., Hynes 202 Organizers: Eric Gaze, Bowdoin College; Cinnamon Hillyard, University of Washington Bothell; and Semra Kilic-Bahi, Colby Sawyer College  Description: Our students are being asked to make decisions in an increasingly complex world that require fundamental quantitative literacy in diverse fields such as personal health, finance, and public policy. The ability to reason from evidence by questioning assumptions and premises, and assessing the veracity of claims is especially critical when arguments are based on data and mathematical models. Students' abilities to obtain, process, and understand information related to such issues is crucial for them in making well-informed decisions and participating in a democratic society. This session seeks papers that discuss courses, classroom materials, curricular and/or extracurricular activities that focus on exploring the use and misuse of mathematical concepts related to making important decisions that affect the personal, professional, and academic lives of our students. All presentations are expected to be scholarly in nature, including some evidence (qualitative or quantitative) of the effectiveness of the activity. Sponsor: SIGMAA QL.  Speakers: 9:00 a.m. Using MS Excel to Improve Understanding of Financial Mathematics. Paul Taylor*, Shippensburg University (1077-L5-930) 9:20 a.m. Complex Systems and K-16 Curricula. R W DeGray*, Saint Joseph College, Connecticut (1077-L5-1058) 9:40 a.m. The Financing Choices of American Consumers: The Influence of Quantitative Literacy, Cognitive Disposition and Material Values. Cinnamon Hillyard*, University of Washington Bothell Pete Nye, University of Washington Bothell (1077-L5-1244) 10:00 a.m. The Financial Literacy Project at Dartmouth College: Online Classroom Resources and Modules. Eric C Gaze*, Bowdoin College (1077-L5-2563)

Innovations in Teaching Statistics in the New Decade Organizers: Andrew Zieffler, University of Minnesota; Brian Gill, Seattle Pacific University; and Nancy Boynton, SUNY Fredonia.  Description: What have you found that is working particularly well in your statistics class? What did you try that really didn't work? What went wrong? Are there new technologies, websites, textbook ancillary materials activities or other teaching methods that are working well for you? What shouldn't we let go of from the traditional courses? And what should we let go of? Tell us about your course – especially what makes it successful. We encourage contributions concerning either an introductory or a more advanced undergraduate course.  Sponsor: SIGMAA on Statistics Education. Presenters will be considered for the Dex Whittinghill Award for Best Contributed Paper. 
Session I  Friday, 1:00 – 6:00 p.m., Back Bay B, 2nd floor Sheraton Hotel.  1:00 p.m. Introductory Statistics with a Central Theme: “Statistical Reasoning” Courses That Interest Students. David G Taylor*, Roanoke College Adam F Childers, Roanoke College (1077-E5-907) 1:20 p.m. How the Analysis of Current Economic Growth, Income and Employment Can Be Used in Teaching an Introductory Statistics Course that Speaks to Students. Alexander G. Atwood*, SUNY Suffolk County Community College (1077-E5-2901) 1:40 p.m. Mathematics and the Law: How Big Should a Jury Be, and How Should It Render Its Decision? Jeff A Suzuki*, Brooklyn College (1077-E5-72) 2:00 p.m. Read and Reflect: Making Statistics Real. Heather Hulett*, Univ. of Wisconsin-La Crosse Barbara Bennie, Univ. of Wisconsin-La Crosse (1077-E5-2631) 2:20 p.m. Statistics Scrapbooks in Elementary Statistics. Julie Beier*, Mercer University (1077-E5-1660) 2:40 p.m. Using an Online Homework System in an Introductory Statistics Course: Instructor and Student Perspectives. Lisa Carnell*, High Point University (1077-E5-1849) 3:00 p.m. Descent into `The Abyss' of Least-Squares Linear Regression. Charles Bergeron*, Albany College of Pharmacy and Health Sciences David Clarke, Albany College of Pharmacy and Health Sciences (1077-E5-2782) 3:20 p.m. Playing Games with a Purpose. Shonda Kuiper*, Grinnell College (1077-E5-1653) 3:40 p.m. Playing Games with a Purpose: Initial Lessons from the Classroom. Kevin F. Cummiskey*, United States Military Academy William H. Kaczynski, United States Military Academy (1077-E5-1824) 4:00 p.m. Using R in an Undergraduate Statistics Course. Judith E Canner*, California State University, Monterey Bay Jon Detka, California State University, Monterey Bay (1077-E5-741) 4:20 p.m. Probability Density Functions from Real-World Applications. Annela R Kelly*, Bridgewater State University (1077-E5-2770) 4:40 p.m. Cutting Through the Theory: Emphasizing Statistical Thinking in Mathematical Statistics. Jennifer L. Green*, University of Nebraska-Lincoln Erin E. Blankenship, University of Nebraska-Lincoln (1077-E5-2100) 5:00 p.m. Value and Relevance of an Engineering Statistics Course. Kumer Das*, Lamar University, Beaumont, TX (1077-E5-2547)
Session II Saturday 1-5 PM.  Back Bay Ballroom C, 2nd Floor, Sheraton.  4:20 p.m. Coincidence in Runs and Clusters Milo Schield*, Statistical Literacy Project (1077-E5-2503).  4:40 p.m. A Statistical Odyssey: Modernizing the Discussion Board to Enhance Student Engagement. Kimberly J Presser*, Shippensburg University (1077-E5-1341)

Motivating Statistical and Quantitative Learning through Social Engagement Saturday, 8:40 – 10:55 a.m., Hynes 203  Organizers: Brian Gill, Seattle Pacific University; Eric Gaze, Bowdoin College; Andrew Zieffler, University of Minnesota; and Stuart Boersma, Central Washington University.  Description: It is important for our students to learn to apply statistics and quantitative methods to real problems. Our students are interested in service learning and civic engagement and they provide important ways for students to both do useful work and also better understand the techniques that they learn in their courses. Social justice is not often discussed in mathematics or statistics courses; however, we can use quantitative techniques to better understand the differences in the lives of people in various segments of society. We invite submissions that describe successful statistics or quantitative literacy courses that include a service learning, social justice or civic engagement component. Sponsors: SIGMAA on Statistics Education and SIGMAA on Quantitative Literacy. Presenters identifying their presentation as being about a statistics course will be considered for the Dex Whittinghill Award for Best Contributed Paper.
Speakers:  8:40 a.m. Mathematics for a Just World: Teaching Quantitative Literacy Through Social Justice Issues and Service Learning. Bonnie J Shulman*, Bates College, Lewiston, ME (1077-J1-143) 9:00 a.m. Quantitative Literacy in a First-Year Seminar Course. Maria G Fung*, Worcester State University (1077-J1-1973) 9:20 a.m. Service Learning Project in a First-Year Seminar. Zeynep Teymuroglu*, Rollins College (1077-J1-768) 9:40 a.m. Service-Learning Projects and Activities that Engage Liberal Arts Mathematics Students: Implementation and Assessments. Morteza Shafii-Mousavi*, Indiana University South Bend Paul Kochanowski, Indiana University South Bend (1077-J1-169) 10:00 a.m. Quantitative Reasoning and Informed Citizenship: Building Students' Awareness of Social Issues. Alicia Sevilla*, Moravian College Kay Somers, Moravian College (1077-J1-2467) 10:20 a.m. Math Trails in Undergraduate Mathematics. Mike Daven, Mount Saint Mary College Lee Fothergill*, Mount Saint Mary College (1077-J1-161) 10:40 a.m. How Does Acceptance of Lesbian and Gay Men Spread in a Social Network? Angela Vierling-Claassen*, Lesley University Dorea Vierling-Claassen, Brown University (1077-J1-784)

2012 MAA Papers:

• The Source of Significance: Using Cost To Illuminate Statistical Decision-Making by Hunter Ellinger and Mary Parker. Abstract
• Properties of measures---Statistics investigations with Fathom by William Finzer. Abstract
• A Course in Statistics and Probability that Illustrates the Recommendations of the MET Document by Christine Franklin. Abstract
• Innovation in the teaching of introductory statistics: results of a survey by Joan B Garfield. Abstract
• CLT Revisited: A Demonstration of the Central Limit Theorem for an Introductory Statistics Course. Jacqueline A Hall. Abstract
• Introductory statistics laboratory projects using the TI-83 by Patricia Humphrey. Abstract
• A Fishy Introductory Statistics Course by Dick Jardine. Abstract
• Ways to Incorporate Innovative Practices in an Applied Regression Analysis Course by John D McKenzie, Jr. Abstract
• Building and using mathematical models to guide decision making by Ralph L. Keeney. Abstract
• Statistical Experiments in the Natural Sciences by Colleen G. Livingston. Abstract
• Collaborative Learning and the Use of Technology: Experiences Gained from a Statistics Course. Maria M Meletiou. Abstract
• Thinking critically about issues in science: Using statistics to reinforce skepticism. Judith F Moran. Abstract
• The American Statistical Association's Undergraduate Statistics Education [for Statisticians] Initiative (USEI). Mary R Parker. Abstract
• Using Technology to Develop Understanding of Statistical Concepts by Roxy L Peck. Abstract
• Service-Learning in Applied Statistics by Robert G Root. Abstract
• Statistics Activities for Psychology Majors by Ginger Holmes Rowell. Abstract.
• Don't neglect descriptive statistics in a first business tatistics class by Barry Schiller. Abstract 
• Using the Graphing Calculator to Enhance Conceptual Development in Linear Regression by Murray H. Siegel. Abstract
• Statistical Data on the Internet: Seek and Find! by Brian E Smith. Abstract
• Statistics and Data: a Web-based Approach. by Brian E Smith. Abstract
• When Statistics [for Elementary Teachers] Is Not A Full-Semester Course by Mary M Sullivan. Abstract
• Making Connections: Turning Students onto Learning Statistics by Cathleen M Zucco-Teveloff. Abstract

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