
02361492
a
2005a.00365
Moore, Tom
Peck, Roxy
Rossman, Allan
Statistics. CRAFTY Curriculum Foundations Project Grinnell College, October 2831, 1999 and October 1215, 2000.
Ganter, Susan L. et al., Curriculum foundations project. Mathematical Association of America, Washington, DC (ISBN 0883858134). 125144 (2004).
2004
Mathematical Association of America, Washington, DC
EN
K15
stochastics
curriculum
university teaching
goals of mathematics education
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.