Enriching statistics courses with statistical diversions

Eric Sowey, Peter Petocz

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution


    Memorable teaching–teaching that makes memorable not only the teacher but also what the student has learned–is necessarily strong in both the cognitive and the affective domain. University statistics courses make heavy cognitive demands of students: these demands become more intense as the level of study increases. In such a setting, many students value an opportunity to break away for a while from the focus on technical aspects, to engage with a thematically-related challenge that the teacher has designed to provoke them or to pique their curiosity. We explore the design of such statistical diversions to enrich undergraduate courses at various levels. Diversions seem to be little recognized or utilized in statistics education, yet they can reinvigorate students’ interest in their study of the subject. Diversions can also produce clarifying perspectives and other enlightening insight –characteristic cognitive strengths of memorable teaching.
    Original languageEnglish
    Title of host publicationProceedings of the Eighth International Conference on Teaching Statistics, ICOTS8
    EditorsChris Reading
    Place of PublicationAuckland, New Zealand
    PublisherInternational Association for Statistics Education
    Number of pages6
    ISBN (Print)9789077713549
    Publication statusPublished - 2010
    EventInternational Conference on Teaching Statistics (8th : 2010) - Ljubljana, Slovenia
    Duration: 11 Jul 201016 Jul 2010


    ConferenceInternational Conference on Teaching Statistics (8th : 2010)
    CityLjubljana, Slovenia

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