This book presents the breadth and diversity
of empirical and practical work done on statistics education around the
world. A wide range of methods are used to respond to the research
questions that form it's base. Case studies of single students or
teachers aimed at understanding reasoning processes, large-scale
experimental studies attempting to generalize trends in the teaching and
learning of statistics are both employed. Various epistemological
stances are described and utilized. The teaching and learning
of statistics is presented in multiple contexts in the book. These
include designed settings for young children, students in formal
schooling, tertiary level students, vocational schools, and teacher
professional development. A diversity is evident also in the choices of
what to teach (curriculum), when to teach (learning trajectory), how to
teach (pedagogy), how to demonstrate evidence of learning (assessment)
and what challenges teachers and students face when they solve
statistical problems (reasoning and thinking).