id: 02361492
dt: a
an: 2005a.00365
au: Moore, Tom; Peck, Roxy; Rossman, Allan
ti: Statistics. CRAFTY Curriculum Foundations Project Grinnell College, October
28-31, 1999 and October 12-15, 2000.
so: Ganter, Susan L. et al., Curriculum foundations project. Mathematical
Association of America, Washington, DC (ISBN 0-88385-813-4). 125-144
(2004).
py: 2004
pu: Mathematical Association of America, Washington, DC
la: EN
cc: K15
ut: stochastics; curriculum; university teaching; goals of mathematics
education
ci:
li:
ab: This report addresses the role of undergraduate mathematics in preparing
students to study statistics and the role of statistics in the
undergraduate mathematics curriculum. Statistics is a partner
discipline as well as a client discipline of mathematics. By this we
mean that statistics is a part of the mathematical sciences and should
be represented within the curriculum as addressed by the MAA; at most
undergraduate institutions, there is no separate statistics department
and so responsibility for statistics offerings typically falls to the
mathematics department. The two highest priority needs of statistics
from the mathematics curriculum are to: 1. Develop skills and habits of
mind for problem solving and for generalization. Such development
toward independent learning is deemed more important than coverage of
any specific content area. 2. Focus on conceptual understanding of key
ideas of calculus and linear algebra, including function, derivative,
integral, approximation, and transformation.
rv: