This paper presents an overview of modalities that can be used to make learning statistics fun. Representative examples or points of departure in the literature are provided for no less than 20 modalities. Empirical evidence of effectiveness specific to statistics education is starting to emerge for some of these modalities -namely, humor, song, and cartoons. To reinforce their effectiveness as an intentional teaching tool, the authors offer practical implementation tips.

Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of statistics education. Philosophical and pedagogical references are given, definitional issues are discussed, potential implementation challenges are addressed, and a substantial bibliography of print and electronic resources is provided.

No abstract

The influential Common Core State Standards for Mathematics (CCSSM) expect students to start statistics learning during middle grades. Thus teacher education and professional development programs are advised to help preservice and in-service teachers increase their knowledge and confidence to teach statistics. Although existing self-efficacy instruments used in statistics education focus on students, the Self-Efficacy to Teach Statistics (SETS) instrument measures a teacher’s efficacy to teach key CCSSM statistical topics. Using the results from a sample of n = 309 participants enrolled in a mathematics education or introductory statistics course, SETS scores were validated for use with middle grades preservice teachers to differentiate levels of self-efficacy to teach statistics. Confirmatory factor analysis using the Multidimensional Random Coefficient Multinomial Logit Model supports the use of two dimensions, which exhibit adequate reliabilities and correspond to the first two levels of the Guidelines for Assessment and Instruction in Statistics Education adopted by the American Statistical Association. Item and rating scale analyses indicate that the items and the six-category scale perform as intended. These indicators suggest that the SETS instrument may be appropriate for measuring preservice teacher levels of self-efficacy to teach statistics.

Mnemonics (memory aids) are often viewed as useful in helping students recall information, and thereby possibly reducing stress and freeing up more cognitive resources for higher-order thinking. However, there has been little research on statistics mnemonics, especially for large classes. This article reports on the results of a study conducted during two consecutive fall semesters at a large U.S. university. In 2014, a large sample (n D 1487) of college students were asked about the usefulness of a set of 19 published statistics mnemonics presented in class, and in 2015, the students (n D 1468) were presented 12 mnemonics related to inference and then asked whether or not they used mnemonics on that exam. This article discusses how students assess the usefulness of mnemonics and evaluates the relationship between using mnemonics and reducing anxiety. Additionally, the relationship between mnemonic usage and learning outcomes achievement will be discussed, along with this study's limitations and implications for teaching.

This article describes the process used to develop and assess an NSF-funded instructional innovation: an online collection (https://www.CAUSEweb.org/smiles/) of 28 interactive songs of high esthetic quality designed to span literature-based learning objectives of introductory statistics that develop statistical literacy and reasoning. The interactive songs are also designed to reduce statistics anxiety and require little time or instructor expertise. The songs are interactive in that the interface solicits (and provides hints and feedback on) student contributions (concepts or examples) and then plays back the song with student inputs integrated and highlighted. After providing a brief background, this article describes requirements, challenges, and opportunities in educational songwriting for the mathematical sciences, then describes the intervention and how its special nature affected the development process. Pilot studies at a research university and at a majority Black two-year college showed that students found the innovation to be a good tool to help their learning, reduce their anxiety about statistics, have an easy to follow interface, and use high quality songs. Analysis of log files from the use of the software shows some evidence of better performance on assessments after use and informs improvements of the automated feedback. Supplemental materials for this article are available online.

Mathematical lyrics are song lyrics connected to, or inspired by, mathematics or statistics. This paper explores various types of mathematical lyrics and their roles in mathematics education. In particular, the paper contains many examples of my own lyrics as well as an extensive bibliography of lyrics composed by others. It also provides resources and strategies for creating such lyrics and for using them in an educational setting.

This study examines statistics instructors' use of fun as well as their motivations, hesitations, and awareness of resources. In 2011, a survey was administered to attendees at a national statistics education conference, and follow-up qualitative interviews were conducted with 16 of those (N = 249) surveyed to provide further context for interpreting the quantitative results. Motivations were similar for men and women, but female instructors admitted more hesitations in many areas. While many instructors are using or are open to using fun in the statistics classroom, the findings suggest that not having available resources at hand and not being aware of resources such as the CAUSEweb collection are major hesitations. Methods of alleviating hesitations are discussed.