The first hurdle: teaching descriptive statistics
The model for the statistics syllabus, as described in Chapter 1:
descriptive statistics - probability - statistical inference
provides a useful starting point for a discussion of the challenges and problems facing teachers who actually have to deliver the concepts in the classroom. The traditional view was that these sections represented hurdles to be cleared in order to achieve the aim of sound statistical reasoning and practice. All three areas contribute to, and are necessary for, the art of statistical reasoning and all three present both teacher and student with their own conceptual peculiarities.