Investigating instructional strategies in introductory statistics

Recommendations for the teaching and learning of introductory statistics at the tertiary level have been set forth by the research community, including recommendations outlining desirable pedagogical strategies such as the use of student-centered instruction and the integration of technology and resampling methods to support the development of students’ conceptual understanding. Yet, surprisingly little is known about how introductory statistics is being taught at colleges and universities across the United States. The research presented here aims to shed light on these aspects of the introductory statistics course by reporting preliminary findings from an instructor survey that was recently completed by 148 instructors nationwide.Accepted manuscrip