This project involves the development of curricular materials for a two-course sequence that introduces students at the post-calculus level to statistical concepts, methods, and theory. These courses provide a more balanced introduction to the discipline of statistics than the standard sequence in probability and mathematical statistics. The materials incorporate many features of successful statistics education projects that target less mathematically prepared students. Such features include developing students' conceptual understanding of fundamental ideas, promoting student explorations through hands-on activities, analyzing genuine data drawn from a variety of fields of application, and integrating computer tools both to enhance students' learning and to analyze data efficiently.

The introductory course differs from those for students not majoring in mathematical sciences by utilizing students' calculus knowledge and mathematical abilities to explore some of the mathematical framework underlying statistical concepts and methods. Distinguishing the second course from a traditional mathematical statistics course is the use of simulation, computer graphics, and genuine problems and data to motive and illustrate statistical theory.

The student audiences targeted by this project are particularly important because they have been overlooked by previous curricular reform projects focused on the introductory course for students with majors outside of mathematics. Specifically, the proposed audience includes prospective teachers of statistics, introducing them to content and pedagogy that prepare them for implementing NCTM Standards with regard to statistics and probability and for teaching the Advanced Placement course in Statistics. This course also directly addresses the recommendation of the Mathematical Association of America that a data-oriented course be taken by every mathematics major. Another audience is potential statistics majors and minors who may be attracted to the discipline through these courses.

This project involves class-testing of curricular materials at a variety of institution types with a diverse set of student audiences. Feedback is being gathered both from instructors and students at these test sites. The primary outcome expected of this project is two fully self-contained textbook/workbooks which integrate investigative activities with more traditional exposition. Other expected outcomes include a suite of Java applets designed to aid students' conceptual visualization and extensive support materials such as instructor's guides and sample examinations. A faculty development workshop to prepare instructors to teach with these materials is another anticipated outcome.

Further information can be found at http://www.rossmanchance.com/scmt/.