Por defecto: 

Five decades of research and curriculum development on the teaching and learning of statistics have produced many recommendations from both researchers and national organizations for the statistical education of our students as well as how statistics should be taught. Within the last ten years work by both statisticians and statistics educators has been focusing more on a collection of big ideas that are the most important concepts and processes to develop statistical thinking for our students, for our work force, and for the lifelong statistical literacy of our citizens. In this paper I look back at the roots of big ideas in statistics education and then identify what I believe are the two most important overarching ideas that can orchestrate the statistical education of our students starting from the elementary years into tertiary. The paper includes research on student thinking about big ideas in statistics and recommendations for the future of teaching and research in statistics education.

Statistics education; distribution; inference; variability; expectation; sampling; statistical investigation processes