This book presents the breadth and diversity of empirical and practical work done on statistics
education around the world. A wide range of methods are used to respond to the research
questions that form it's base. Case studies of single students or teachers aimed at
understanding reasoning processes large-scale experimental studies attempting to generalize
trends in the teaching and learning of statistics are both employed. Various epistemological
stances are described and utilized. The teaching and learning of statistics is presented in
multiple contexts in the book. These include designed settings for young children students in
formal schooling tertiary level students vocational schools and teacher professional
development. A diversity is evident also in the choices of what to teach (curriculum) when to
teach (learning trajectory) how to teach (pedagogy) how to demonstrate evidence of learning
(assessment) and what challenges teachers and students face when they solve statistical
problems (reasoning and thinking).
