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The foundations for this framework are the Principles and Standards for School Mathematics published by the National Council of Teachers of Mathematics [1] [2] [3] (NCTM) in 2000. A second report focused on statistics education at the collegiate level, the GAISE College Report, was published in 2005. Both reports were endorsed by the ASA. [4]
David S. Moore received his A.B. from Princeton University and the Ph.D. from Cornell University in mathematics. [1]In statistics education, David S. Moore is the author of a series of influential textbooks in statistical science, which use only high school algebra: Introduction to the Practice of Statistics (with George McCabe), of An Introduction to the Basic Practice of Statistics, and of ...
The theory of statistics provides a basis for the whole range of techniques, in both study design and data analysis, that are used within applications of statistics. [1] [2] The theory covers approaches to statistical-decision problems and to statistical inference, and the actions and deductions that satisfy the basic principles stated for these different approaches.
Statistics educators have cognitive and noncognitive goals for students. For example, former American Statistical Association (ASA) President Katherine Wallman defined statistical literacy as including the cognitive abilities of understanding and critically evaluating statistical results as well as appreciating the contributions statistical thinking can make.
In his book Statistics as Principled Argument, Robert P. Abelson presents the perspective that statistics serve as a standardized method for resolving disagreements among scientists, who could otherwise engage in endless debates about the merits of their respective positions. From this standpoint, statistics can be seen as a form of rhetoric.
Misuse of statistics can be both inadvertent and intentional, and the book How to Lie with Statistics, [72] by Darrell Huff, outlines a range of considerations. In an attempt to shed light on the use and misuse of statistics, reviews of statistical techniques used in particular fields are conducted (e.g. Warne, Lazo, Ramos, and Ritter (2012)).
By a similar argument, the numerator values of 3.51, 4.61, and 5.3 may be used for the 97%, 99%, and 99.5% confidence intervals, respectively, and in general the upper end of the confidence interval can be given as (), where is the desired confidence level.
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