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99-109). Voorburg, the Netherlands: International Statistical Institute. 92. Moore, D. (1997). New pedagogy and new content: the case of statistics. International Statistical Review, 65 (2), 123-165. 93. Rossman, A. J. (1997). Using technology to promote learning by self-discovery. In J. Garfield & G. Burrill (Eds.), Research on the role of technology in teaching and learning statistics (pp. 226-237). Voorburg, the
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52 Netherlands: International Statistical Institute. 94. Scheaffer, R. L. (1997). Discussion. International Statistical Review, 65 (2), 156-158. 95. Schuyten, G. & Dekeyser, H. (1997). Computer-based and computer-aided learning of applied statistics at the department of psychology and educational sciences. In J. Garfield & G. Burrill (Eds.), Research on the role of technology in teaching and learning statistics (pp. 213-222). Voorburg, the Netherlands: International Statistical Institute. 96. Starkings, S. (1997). How technological introduction changes the teaching of statistics and probability at the college level. In J. Garfield & G. Burrill (Eds.), Research on the role of technology in teaching and learning statistics (pp. 233-254). Voorburg, the Netherlands: International Statistical Institute. 97. Wilder, P. (1994). Students’ understanding of computer-based simulations of random behavior. Research papers from the Fourth International Conference on Teaching Statistics. Minneapolis: The International Study Group for Research on Learning Probability and Statistics. 98. Wilder, C. (1994). Embracing the “wider view” of statistics. The American Statistician, 48 , 163-17. 99. Wood, M. (1997). Computer packages as a substitute for statistical training? In J. Garfield & G. Burrill (Eds.), Research on the role of technology in teaching and learning statistics (pp. 267-278). Voorburg, the Netherlands: International Statistical Institute. 2.4. BELIEFS ABOUT THE NATURE OF MATHEMATICS: IMPACT ON STATISTICS The references below discuss how the formalist mathematics culture with its over-emphasis on determinism and its “orientation towards exact numbers” (Biehler, 1997, p. 187) affects statistics education. They help explain why, in contrast to the varied and extremely rich models of central tendency found in the literature, sterile approaches to the notion of variability (Shaughnessy, 1997) dominate both the curriculum and the research literature. In addition to [28], [29], [31], [72], [83], [93]: 100. Vallecillos, A. & Holmes, P. (1994). Students’ understanding of the logic of hypothesis testing. In J. B. Garfield (Ed.), Research papers from the Fourth International Conference on Teaching Statistics. Minneapolis: The International Study Group for Research on Learning Probability and Statistics. 101. Metz, K. E. (1997). Dimensions in the assessment of students’ understanding and application of chance. In I. Gal & J. B. Garfield (Eds.), The assessment challenge in statistics education (pp. 223- 238). Amsterdam: IOS Press. 102. Steinbring, H. (1990). The use of chance-concept in everyday teaching - aspects of a socially constituted epistemology of mathematical knowledge. In J. B. Garfield (Ed.), Research papers from the Third International Conference on Teaching Statistics. University of Otago, Dunedin, New Zealand.
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