Introductory Statistics Textbooks and the GAISE Recommendations |
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| Authors: | Peter K. Dunn Michael D. Carey Michael B. Farrar Alice M. Richardson Christine McDonald |
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| Affiliation: | 1. University of the Sunshine Coast, Sippy Downs, Queensland, Australia;2. National Centre for Epidemiology &3. Population Health, The Australian National University, Canberra, Australia;4. University of Southern Queensland, Toowoomba, Queensland, Australia |
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| Abstract: | The six recommendations made by the Guidelines for Assessment and Instruction in Statistics Education (GAISE) committee were first communicated in 2005 and more formally in 2010. In this article, 25 introductory statistics textbooks are examined to assess how well these textbooks have incorporated the three GAISE recommendations most relevant to implementation in textbooks (statistical literacy and thinking; use of real data; stress concepts over procedures). The implementation of another recommendation (using technology) is described but not assessed. In general, most textbooks appear to be adopting the GAISE recommendations reasonably well in both exposition and exercises. The textbooks are particularly adept at using real data, using real data well, and promoting statistical literacy. Textbooks are less adept—but still rated reasonably well, in general—at explaining concepts over procedures and promoting statistical thinking. In contrast, few textbooks have easy-usable glossaries of statistical terms to assist with understanding of statistical language and literacy development. Supplementary materials for this article are available online. |
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| Keywords: | Excercises Real data Statistical concepts Statistical literacy Statistical thinking |
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