Statistical thinking in a technological environment

Abstract

Traditional Israeli junior high school statistics usually emphasizes computation and neglects the development of a broader integrated view of statistical problem solving. Students are required to memorize isolated facts and procedures. Statistical concepts rarely originate from real problems, the learning environment is rigid, and, in general, there is just one correct answer to each problem. Even when the problems are real, the activities tend to be "unreal" and relatively superficial. The only view of statistics students can get from such a curriculum is of a collection of isolated, meaningless techniques, which is relatively irrelevant, dull, and routine. Many teachers ignore the compulsory statistics unit. The teachers maintain that there is no time, or that there is pressure to include "more important" mathematic topics, as well as lack of interest and knowledge. We have developed a statistics curriculum (Ben-Zvi & Friedlander, 1997) in an attempt to respond to the need for more meaningful learning of statistics and have incorporated the use of available technology to assist in this endeavor.