Rossi A. Hassad
Variability in the teaching of statistical literacy: a case of pedagogical dissonance?
Mercy University
statistics education fast evolving discipline major advances made past two decades regarding reform introductory statistics course growing consensus introductory statistics course seek develop statistical literacy objective pilot study explore describe selfreports course learning outcomes assessment strategies well extent instructors introductory statistics college level emphasize statistical literacy results revealed considerable proportion instructors think teaching variance teach gap addressed quite likely result students adequately prepared statistical literacy well misrepresentation type quality instruction gap conflict instructors think actually viewed pedagogical dissonance attributed multiplicity factors addressed herein