New ICMI Study

Preface: Carmen Batanero, Gail Burrill, and Chris Reading.- Section 1. Global perspective: Gail Burril.- Chapter 1. The statistics school curricula around the world.- 1.1.Statistics school curricula in Brazil: Tania M. M. Campos, Irene M. Cazorla, and Veronica Y. Kataoka.- 1.2.Statistics education in the United States: Statistical reasoning and the statistical process: Jill Newton, Leslie Dietiker, and Aladar Horvath.-1.3.Statistics school curriculum for Uganda: Charles Opolot-Okurut and Patrick Opyene Eluk.- 1.4.Statistics in the South African school curriculum: Helena Wessels.- Chapter 2. Training teachers to teach statistics around the world.- 2.1.Developing a statistics curriculum for future secondary mathematics teachers: Amy G. Froelich.- 2.2.Future teachers' training in statistics: The situation in Germany: Laura Martignon.- 2.3. An experience on training mathematics teachers for teaching statistics in Iran: Ahmad Parsian and Ali Rejali.- 2.4. Reform efforts in training mathematics teachers to teach statistics: Challenges and prospects: Enriqueta Reston and Lisa Grace Bersales.- 2.5.Statistical training of Central America teachers: M. Alejandra Sorto.- Section 2.Fundamentals for teaching statistics: Chris Reading.- Chapter 3.Fundamental statistical ideas in the school curriculum and in training teachers: Gail Burrill and Rolf Biehler.- Chapter 4.Strengthening the role of probability within statistics curricula: Manfred Borovcnik.- Chapter 5.Frequentist approach: Modelling and simulation in statistics and probability teaching: Brigitte Chaput, Jean Claude Girard, and Michel Henry.- Chapter 6. The role of technology in teaching and learning statistics: Dave Pratt, Neville Davies, and Doreen Connor.- Chapter 7. Teaching statistical thinking through investigative projects: Helen MacGillivray and Lionel Pereira Mendoza.- Chapter 8. Complementing mathematical thinking and statistical thinking in school mathematics: Linda Gattuso and Maria Gabriella Ottaviani.- Chapter 9. Assessment of learning, for learning and as learning in statistics education: Joan Garfield and Christine Franklin.- Section 3.Teachers' beliefs, attitudes and knowledge: Carmen Batanero.- Chapter 10. Teachers' beliefs about statistics education: Robyn Pierce and Helen Chick.- Chapter 11. Teachers' attitudes towards statistics: Assumpta Estrada, Carmen Batanero, and Stephen Lancaster.- Chapter 12. Statistics teachers and classroom practices: Andreas Eichler.- Chapter 13. Teachers' graphical competence: M. Teresa Gonzalez, M. Candelaria Espinel, and Janet Ainley.- Chapter 14. Teachers' understanding of averages: Tim Jacobbe and Carolina Carvalho.- Chapter 15. Teachers' understanding of variation: Ernesto Sanchez, Claudia Borim da Silva, and Cileda Coutinho.- Chapter 16. Teachers' knowledge of distribution: Chris Reading and Dan Canada.- Chapter 17. Students' and teachers' knowledge of sampling and inference: Anthony Harradine, Carmen Batanero, and Allan Rossman.- Chapter 18. Correlation and regression in the training of teachers: Joachim Engel and Peter Sedlmeier.- Chapter 19. Teacher knowledge of and for statistical investigations: Tim Burgess.- Chapter 20. Models for statistical pedagogical knowledge: Juan D. Godino, Juan J. Ortiz, Rafael Roa, and Miguel R. Wilhelmi.- Chapter 21. Measuring levels of statistical pedagogical content knowledge: Rosemary Callingham and Jane Watson.- Section 4. Challenges and experiences in teacher training: Carmen Batanero.- Chapter 22. Preparing teachers to meet the challenges of statistics education: Joao Pedro da Ponte.- Chapter 23. Developing statistical literacy in students and teachers: Jim Ridgway, James Nicholson, and Sean McCusker.- Chapter 24. Developing teachers' statistical thinking: Maxine Pfannkuch and Dani Ben-Zvi.- Chapter 25. Engaging teachers and students with real data: Benefits and challenges: Jennifer Hall.- Chapter 26. Teaching teachers to teach statistical investigations: Katie Makar and Jill Fielding-Wells.- Chapter 27. Characterizing and developing teachers' knowledge for teaching statistics with technology: Hollylynne S. Lee and Karen F. Hollebrands.- Chapter 28. Preparing teachers through case analyses: Randall E. Groth and Xu Shihong.- Chapter 29. Distance education of statistics teachers: Maria Meletiou-Mavrotheris and Ana Serrado Bayes.- Chapter 30. The role of statistical offices and associations in supporting the teaching of statistics at school level: Delia North and Jackie Scheiber.- Overview: Challenges for teaching statistics in school mathematics, and preparing mathematics teachers: Carmen Batanero, Gail Burrill, and Chris Reading.- Subject index.