Letter to the Editor

References

• American Statistical Association (1994), G. Burrill (ed.), Teaching Statistics: Guidelines for Elementary to High School, Palo Alto, CA: Dale Seymour.
   Google Scholar
• Borasi, R. (1994), “Capitalizing on Errors as “Springboards for Inquiry”: A Teaching Experiment,” Journal for Research in Mathematics Education, 25 (2), 166–208.
   Web of Science ®Google Scholar
• Brown, D. E. (1992), “Using Examples and Analogies to Remediate Misconceptions in Physics: Factors Influencing Conceptual Change,” Journal for Research in Science Teaching, 29 (1), 17–34.
   Web of Science ®Google Scholar
• Burrill, G. (1990), “Implementing the Standards: Statistics and Probability,” Mathematics Teacher, 83 (2), 113–118.
   Google Scholar
• Cryer, J. D., and Miller, R. B. (1991), Statistics for Business: Data Analysis and Modelling, Boston: PWS-KENT.
   Google Scholar
• Devore, J., and Peck, R. (1990), Introductory Statistics, St. Paul, MN: West.
   Google Scholar
• Eisenhauer, J. G. (2002), “Symmetric or Skewed?” College Mathematics Journal, 33 (1), 48–51
   Google Scholar
• Falk, R., and Konold, C. (1992), “The Psychology of Learning Probability,” in Statistics for the Twenty-First Century, eds. F. Gordon and S. Gordon, Washington, DC: Mathematical Association of America, 151–164.
   Google Scholar
• Feller, W. (1968), An Introduction to Probability Theory and its Applications (Vol. 1; 3rd ed.), New York: John Wiley and Sons, Inc.
   Google Scholar
• Fischbein, E. (1987), Intuition in Science and Mathematics, Dordrecht, Holland: D. Reidel.
   Google Scholar
• Freedman, D., Pisani, R., Purves, R., and Adhikari, A. (1991), Statistics (2nd ed.), New York: W.W. Norton.
   Google Scholar
• Hemenway, D. (1982), “Why Your Classes are Larger Than “Average”,” Mathematics Magazine, 55 (3), 162–164.
   Google Scholar
• Lesser, L. (1994), “The Role of Counterintuitive Examples in Statistics Education,” Doctoral dissertation, University of Texas at Austin, Dissertation Abstracts International, 55, 10A, 3126-A.
   Google Scholar
• Lesser, L. (1998), “Countering Indifference Using Counterintuitive Examples,” Teaching Statistics, 20 (1), 10–12.
   Google Scholar
• Lesser, L. (1999a), “Exploring the Birthday Problem Using Spreadsheets,” Mathematics Teacher, 92 (5), 407–411.
   Google Scholar
• Lesser, L. (1999b), “The “Ys” and “Why Nots” of Line of Best Fit,” Teaching Statistics, 21 (2), 54–55.
   Google Scholar
• Lesser, L. (2001), “Representations of Reversal: Exploring Simpson's Paradox,” in The Roles of Representation in School Mathematics, eds. A. Cuoco and F. Curcio, Reston, VA: National Council of Teachers of Mathematics, 129–145.
   Google Scholar
• Lewin, K. (1952), “Group Decision and Social Change,” in Readings in Social Psychology, eds. G. Swanson, T. Newcomb, and E. Hartley, New York: Henry Holt, 459–473.
   Google Scholar
• Moore, D. S., and McCabe, G. P. (1993), Introduction to the Practice of Statistics (2nd ed.), New York: W. H. Freeman.
   Google Scholar
• Movshovitz-Hadar, N., and Hadass, R. (1990), “Preservice Education of Math Teachers Using Paradoxes,” Educational Studies in Mathematics, 21, 265–287.
   Google Scholar
• Movshovitz-Hadar, N., and Webb, J. (1998), One Equals Zero and Other Mathematical Surprises: Paradoxes, Fallacies, and Mind Bogglers, Berkeley, CA: Key Curriculum Press.
   Google Scholar
• NCTM (2000), Principles and Standards for School Mathematics, Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• Paulos, J. A. (1994), “Counting on Dyscalculia,” Discover, 15 (3), 30–36.
   Google Scholar
• Shaughnessy, M. (1977), “Misconceptions of Probability: An Experiment with a Small-Group, Activity-Based, Model Building Approach to Introductory Probability at the College Level,” Educational Studies in Mathematics, 8, 285–316.
   Google Scholar
• Shaughnessy, J. M. (1992), “Research in Probability and Statistics: Reflections and Directions,” in Handbook of Research on Mathematics Teaching and Learning, ed. D.A. Grouws, New York: Macmillan, 465–494.
   Google Scholar
• Velleman, P. F., and Wilkinson, L. (1993), “Nominal, Ordinal, Interval and Ratio Typologies are Misleading,” American Statistician, 47 (1), 65–72.
   Web of Science ®Google Scholar
• West, R. W., and Ogden, R. T. (1998), “Interactive Demonstrations for Statistics Education on the World Wide Web,” Journal of Statistics Education [Online], 6 (3). (ww2.amstat.org/publications/jse/v6n3/applets/Histogram.html)
   Google Scholar
• Wilensky, U. (1995), “Paradox, Programming and Learning Probability: A Case Study in a Connected Mathematics Framework,” Journal of Mathematical Behavior, 14, 253–280.
   Google Scholar