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Abstract:
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A look at national data regarding who is actually teaching statistics courses, especially introductory level courses, courtesy of the CBMS survey, shows that many teachers of statistics actually have mathematical, rather than statistical credentials. To what extent is this true? Some say that statistics is a mathematical science, yet viewing statistics as separate from mathematics has its appeal. Does this distinction imply that current educators do not have the necessary skills and approach to be teaching statistics? Departments need to be aware of and take steps to address the needs of statistics education with faculty and with students entering education. An examination of available data will be conducted with comparisons of teaching approaches of educators with different backgrounds. Finally, there will be some ideas for improvement.
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