Tag Archives: Wiley

WinAtSchool – Significance, Teaching Statistics and How Not to be Wrong

Thanks to our Maths Competition sponsor, Winton Capital Management, we were able to provide a goodie bag for the teachers attending the 2015 live final.

Amongst the treasures, all wrapped up in a reusable Winton bag, we had Jordan Ellenberg’s  “How Not to Be Wrong: The Power of Mathematical Thinking”, perfect light reading for those who appreciate the importance of mathematics.

In addition we had a relevant editiofeb-2015-cover of Significancen of Significance Magazine (February 2015 (Vol 12 Issue 1)) and the Spring issue of Teaching Statistics (Volume 37, Issue 1). Both were provided directly by Wiley (@Wiley_Stats) who we wish to thank on behalf of the teachers.

Incidentally, UK based teachers can get a reduced rate subscription to Teaching Statistics (Print + Online) if they’re a NCTM/IASE or RSS e-teacher Member, find details here. And you can access all issues up to 11:2 of Significance for free here.

Teaching Statistics Summer 2015 – Volume 37 – Number 2

The latest edition of the Wiley Teaching Statistics Journal is out (Summer 2015 – Vol 37) and as usual it contains some nice original articles including probability activities that Primary teachers may find of interest.Cover to TSJ Volume 37 - Summer 2015

One article that is especially insightful takes a look at the topic of teaching statistics for non-statisticians, that is students of subjects other than statistics being taught statistics. In the  article the focus is on economics and humanities students taking elementary / introductory statistics classes.

Richard Hindls and Stanislava Hronová from the Department of Economic Statistics at the University of Economics in Prague focus on some of the problems that can, ‘weaken the interest in statistics or lead to false use of statistic methods‘.

Possibly the proposition put forward, and the conclusions provided, will not be new to anyone involved in statistical education but for those teaching statistics to non-statisticians, especially teachers who are non-statisticians themselves, the article could be a real eye-opener.

You should be able to access the article here. For general journal enquirers or to subscribe you should contact Wiley.

Wiley Teaching Statistics Journal