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Abstract:
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A classic introductory statistics class typically covers, one by one, a suite of basic statistical tests. In this talk, I argue for an “inside-out” approach to introductory statistics, in which evidence-based reasoning is the focal point rather than specific procedures. I will share my experiences in teaching a 10-week Introductory Statistics course, of which the first 5 weeks of material did not touch upon any formal statistical tests. I offer for discussion three conceptual colloquialisms on which the course was built: “Imaginary Results”, “Expectations vs. Reality”, and “Are You Convinced?” In addition, I will share how creative coding tasks were incorporated into the course to promote conceptual understanding.
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