The commission is also a place where secondary school

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classroom experiments, which are analysed and discussed from a didactical point of view. The commission is also a place where secondary school and university teachers, interested in the development of research on the teaching of statistics, can get training through research. New questions are now appearing. For instance the question of teaching randomness as early as junior high school (12 year-olds), or even at primary school. Today, the relations between statistical reality and random situations, simulations with computers and probabilistic models, are the centre of the commission's work. A first PhD thesis (presented in June 2001 at the University of Grénoble) was a result of this research work. It focuses on the introduction of random situations in general school through various activities in a computer environment (more precisely a dynamic geometry software : cabri-géomètre II). Random situations of "repeated Bernoulli trials" have been given to the students of the experimental classes, and simulations on computers have been used. The students' behaviour has been subjected to didactical analysis, centred on the relation between the experimental situation and the theoretical model of the Bernoulli urn. This thesis should be the first of a series, prepared by young researchers or by in-service teachers, provided that the didactical community decide to promote such research. The help of IASE will be invaluable (meetings, conferences, exchanges of information and documents, assessments of research programs ...). In particular the IASE Newsletters are of the utmost importance. MICHEL HENRY IREM-UFR des Sciences et Techniques Université de France-Comté F-25030 Besançon Cedex France 7. EDUCATING A RESEARCHER IN STATISTICS EDUCATION: A PERSONAL REFLECTION LIONEL PEREIRA-MENDOZA Singapore National Institute of Education, Singapore [email protected] As Garfield has noted in her contribution above, Statistics Education is a relatively new discipline. Also, since statistics is truly interdisciplinary some of the issues associated with the education of researchers in statistical education are different from the education for researchers in other disciplines. One of the key differences is the background of doctoral candidates. They may not come to a programme with a statistics background. This presents a different challenge from the education of a researcher in mathematics education, say, where the student would usually have a mathematics background as well as experience as a mathematics teacher. The following is based on my experience with a recent student who graduated with a PhD in statistics
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25 education. However, it is clearly informed by previous supervisory experiences; nothing develops in a vacuum. Generalising from one subject is not a good research technique. However, I am sharing this so it may be useful to you if you are about to embark on supervising a student in this area.
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