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\title{
Who should teach it and how to teach?\\
--- Statistics education in Japan }
\author{M.Yasuda}
\date{Sep. 2008 at Wroclaw}

\begin{document}

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%\section[Outline]{}
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\section{Introduction}

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\begin{frame}
\frametitle{Abstract:}
 Refereing to GAISE project in US, 2003,
we empasis that the education of statistics 
need a experiance of case study and 
it differs from mathematics. 

Statistics is based on mathematical foundations
and further application or exploiting notions
are important.
\end{frame}



\begin{frame}[plain]
\frametitle{Keyword:}

 Cobb Report

 GAISE

 Cost/Efficiency 
\end{frame}


\section{Recent Japanese Education}

\begin{frame}
\frametitle{GAISE}
 Statistical Education in US curriculum and evaluation 
  GAISE project:
  (Guidelines for Assessment and Instruction 
  in Statistical Education)
\end{frame}


\begin{frame}[plain]
\frametitle{Recent Japanese Education}

  \begin{itemize}
  \item (1) Contents are decresing or deleted 
         in High school or in elementary school
  \pause 
  \item (2) Synthetic or Overall study in elementary school 
        are innovated
  \pause
  \item (3) Revise Guidance of teaching by Central Ministry 
       of Education in Japan, 
       JSPS(Jananese Society of Promotion for Science)
  \end{itemize}
\end{frame}



\begin{frame}[plain]
\frametitle{Some data in Japan -- }
Nagasaki University of Medicine(Prof. Y.Shibata)

Medical statistics:
\begin{itemize}
\item (1) Data scaling, expression in figure
\item (2) Definition of probability, conditional probability, Bayes theorem
\item (3) Mean and variance etc of distribution
\item (4) Sampling of data, statistical data, Likeyhood
\item (5) Fundamental notion of Estimation theory 
\item (6) Hypothesis testing
\item (7) Inference of mean value, ratio
\item (8) Independence of test, Curve fitting, Chi square
\item (9) Scattering plot, Coefficient of relation
\item (10)  Simple regression analysis 
\end{itemize}
\end{frame}


\section{History: US}
\begin{frame}
\frametitle{History: US}
History: US

1957 Sputonik Shock \pause

1983 Achievement results --- "Poor" \pause

1985 Project by American Society of Promotion for Science
     \pause

1992 Cobb Report : Curriculum revision \pause

     Statistics \pause

      (1) Emphasis considereing statistical thinking

      (2) Data or Phenomenon are important and decrease 
                    the theoretical treatment

      (3) Promote an active study 
\end{frame}

\begin{frame}

2003 GAISE 
\pause

(Guidelines for Assessment and Instruction in Statistical
            Education) project

\pause
            prek-12 group -- under high school student
\pause
            college group -- Intorductionary statistic course in college
                             Three objects and six recommendation

                             * Refer Dr.Utts paper
\end{frame}


\begin{frame}
GAISE report2003 teaches:

\begin{itemize}
\item  (1) Not teach a technic to solve problems, 
      but to get an understanding of fundamental notion, 
      idea, concept. \pause
\item  (2) Experience in success or disappointment. 
      Try to condier a statistical problem and 
      recognize solutions.\pause
\item  (3) Not to induce a formally problem. In college education, 
      it should be teached a fundamental notion of probability,
      dispersion or distribution.
      Success story or case of applied in mistake, error should be
      explaind in a text book. 
\end{itemize}
\end{frame}

\section{further education}
\begin{frame}
\frametitle{Issue for further education;}
Issue for further education; \pause
\begin{itemize}
\item
  (a) There may be no objection but who tell me the content, 
      how can I get these information? \pause
\item
  (b) How should we train or nourish young teachers of statistics?
      There are not so many teachers in college who can have experience
      a case study of statistical problems. To train only math-teachers
      are in sufficinency. \pause
\item
  (c) Recognize a math teacher from a statistical one and 
      the cooperation is necessary to join up a group work.
\end{itemize}
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