Summary

′This book should prove to be an important addition to the relatively few publications that exist on statistical thinking. It very nicely encourages the reader to take an active learning approach through simultaneously promoting pedagogy with knowledge and skills enhancement in statistics. Understanding what the subject is for and what it can do are crucial in statistical education - by getting the reader to think statistically Mr Graham has provided us with a very readable book that helps to dispel the poor reputation that statistics has acquired over many years′ - Professor Neville Davies, Director, Royal Statistical Society Centre for Statistical Education, Nottingham Trent University

Statistics is a key area of the school mathematics curriculum where maths and the real world meet. Although potentially a subject where teaching can be motivating and relevant to everyday concerns, it is often seen as boring and involving largely mechanical calculations.

This book will enable teachers and others interested in statistical thinking to become excited and inspired by the big ideas of statistics and, in turn, teach them enthusiastically learners.

Designed to heighten awareness of statistical ideas, the book explores key themes within statistics using ideas developed by the influential team at The Open University′s Centre for Mathematics Education. Themes include:

· Measurement

· Variation

· Randomness

· Uncertainty

Arranged in an accessible task-based format, this is an essential text for all secondary maths teachers and students of maths education. It is a comprehensive book that will illuminate and inspire interest in the subject, based on innovative use of ICT, engaging narrative, firm research and good practice.

Developing Thinking in Statistics is a set book on the Open University Course ME626 Developing Statistical Thinking, part of the Graduate Diploma in Mathematics Education.

Choice Review

Graham presents introductory statistics in an interesting format. The "Misconceptions" and "Pedagogy" referrals are very useful and well addressed throughout; the same may be said about "Preparing to Teach" and "Which Software?" Presentations of Texas Instruments graphing calculators are appropriate, clear, and easy to follow. It is suggested that changing the phrase "graphics calculator" to "graphing calculator," the widely used terminology, would be useful. (The instructions manual for any TI graphing calculator will assist.) Other computer software packages very useful in statistical computations are SAS and S-Plus, among others. In the book, model selection and model analysis are elegantly connected to real-life examples. The "Planning Checklist" topic will be very helpful to students as well as teachers. Different types of data and data collection are mentioned, and the linear regression model is discussed. Chapter 15 is an important summary and general outlook of the topics presented in the "four blocks," as named by the author. This reviewer would change the "Five-figure Summary" to "Five-Number Summary," which is the usual terminology. The book's structure will help readers understand how complex the topic of statistics really is. ^BSumming Up: Recommended. All levels. M. C. Wilson Anne Arundel Community College