Andrew Zieffler

Academic. Data lover. Statistics enthusiast.

Selected Publications

(2018). Every Rose has It's Thorn: Secondary Teachers' Reasoning about Statistical Models. ZDM—The International Journal on Mathematics Education.

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(2017). What is Statistics Education?. In D. Ben-Zvi, K. Makar, & J. Garfield (Eds.), The International Handbook of Research in Statistics Education (pp. 37–70). Cham, Switzerland: Springer International Publishing.

(2017). Development of a Biological Science Quantitative Reasoning Exam (BioSQuaRE). CBE—Life Sciences Education, 16(4), ar:66.

Project Source Document

(2017). Statistics Graduate Teaching Assistants' Beliefs, Practices, and Preparation for Teaching Introductory Statistics. Statistics Education Research Journal, 16(1), 294–319.

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(2015). Assessing Learning Outcomes: An Analysis of the GOALS-2 Instrument. Statistics Education Research Journal, 14(2), 93–116.

PDF Project

(2015). A Catalyst for Change in the High School Math Curriculum. CHANCE, 28(3), 44–49.

Project

(2015). Reasoning about Uncertainty: Learning and Teaching Informal Inferential Reasoning. Minneapolis, MN: Catalyst Press.

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(2014). Developing Students' Reasoning about Samples and Sampling Variability as a Path to Expert Statistical Thinking. Educational Studies in Mathematics, 88(3), 327–342.

Project Source Document

(2014). Using TinkerPlots to Develop Tertiary Students' Statistical Thinking in a Modeling-Based Introductory Statistics Class. In T. Wassong, D. Frischemeier, P. R. Fischer, R. Hochmuth, & P. Bender (Eds.), Mit Werkzeugen, Mathematik und Stochastik lernen—Using tools for Learning mathematics and statistics (pp. 405–420). Wiesbaden, Germany: Springer Spektrum.

(2013). The Course as Textbook: A Symbiotic Relationship in the Introductory Statistics Class. Technology Innovations in Statistics Education, 7(3).

PDF Project

(2012). Developing Statistical Modelers and Thinkers in an Introductory, Tertiary-Level Statistics Course. ZDM—The International Journal on Mathematics Education, 44(4), 883–898.

Project

(2012). Automated Assembly of Optimally Spaced and Balanced Paired Comparisons: Controlling Order Effects. Behavioral Research Methods, 44(3), 753–764.

Code

(2012). The Statistics Teaching Inventory: A Survey on Statistics Teachers' Classroom Practices and Beliefs. Journal of Statistics Education, 20(1).

PDF Project

(2011). Rethinking Assessment of Student Learning in Statistics Courses. The American Statistician, 65(1), 1–10.

(2011). Comparing Groups: Randomization and Bootstrap Methods using R. New York: Wiley.

Code Dataset

(2010). Assessing Important Learning Outcomes in Introductory Tertiary Statistics Courses. In P. Bidgood, N. Hunt, & F. Jolliffe (Eds.), Assessment Methods in Statistical Education: An International Perspective (pp. 75–86). Chichester, West Sussex, England: John Wiley & Sons Ltd.

(2009). Modeling the Growth of Students' Covariational Reasoning during an Introductory Statistics Course. Statistics Education Research Journal, 8(1), 7–31.

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(2008). A Framework to Support Research on Informal Inferential Reasoning. Statistics Education Research Journal, 7(2), 40–58.

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(2008). Implementing New Reform Guidelines in Teaching Introductory College Statistics Courses. Teaching Statistics, 30(3), 66–70.

(2008). What does Research Suggest about the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature. Journal of Statistics Education, 16(2).

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(2006). Research in the Statistics Classroom: Learning from Teaching Experiments. In G. Burrill, & P. C. Elliott (Eds.), Thinking and Reasoning with Data and Chance: 68th NCTM Yearbook (pp. 467–482). Reston, VA: National Council of Teachers of Mathematics.

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Recent Posts

More Posts

Many times I see students get paralyzed by the idea of writing dissertation (or paper). Anne Lamott gives this advice to struggling writers: Thirty years ago, my older brother, who was ten years old at the time, was trying to get a report on birds written that he’d had three months to write. [It] was due the next day. We were out at our family cabin in Bolinas, and he was at the kitchen table close to tears, surrounded by binder paper and pencils and unopened books on birds immobilized by the hugeness of the task ahead.

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In March, the ASA published a special issue of The American Statistician (TAS) related to statistical inference in the 21st century. In the initial article, Moving to a World Beyond “p < 0.05”, Wassersein, Schirm, and Lazar (2019) write for the ASA saying, “The ASA Statement on P-Values and Statistical Significance stopped just short of recommending that declarations of “statistical significance” be abandoned. We take that step here. We conclude, based on our review of the articles in this special issue and the broader literature, that it is time to stop using the term “statistically significant” entirely.

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I just finished helping out with two StatPREP workshops in Columbia, Maryland and Fort Worth, Texas, respectively. StatPREP is an initiative of the Mathematical Association of America (MAA), in conjunction with American Mathematical Association of Two-Year Colleges (AMATYC) and the American Statistical Association (ASA), to introduce data and computing into introductory statistics courses—specifically in community college classrooms. Summer 2019 StatPREP participants and workshop leaders at Howard Community College Each summer, workshops are held in four locations, and each location hosts a workshop for two consecutive years.

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I was recently perusing a book from 1960, Minnesota Heritage: A Panoramic Narrative of the Historical Development of the North Star State and came across the following map showing the locations of the colleges and universities in the state at the time. Figure 1: Minnesota Colleges and Universities in 1960 The text referring to the map made an inference about the accessibility to higher education, At a glance the map shows, these facilities for higher education are quite uneveny distributed.

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The way mathematics is currently taught it is exceedingly dull. In the calculus book we are currently using on my campus, I found no single problem whose answer I felt the student would care about! The problems in the text have the dignity of solving a crossword puzzle — hard to be sure, but the result is of no significance in life. Richard Hamming, Calculus and Discrete Mathematics

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Projects

e-ATLAS Project

Evaluation and Assessment of Teaching and Learning About Statistics (e-ATLAS) was an NSF-funded project from 2011–2013 that developed high-quality instruments to help evaluate the effectiveness of past and on-going efforts to reform the teaching and learning of introductory statistics at the tertiary level (DUE-1044812 & 1043141).

AIMS Project

Adapting and Implementing Innovative Material in Statistics (AIMS) was an NSF-funded project from 2006–2010 that developed lesson plans and activities based on innovative materials that have been produced for introductory statistics courses (DUE-0535912).

BioSQuaRE

BioSQuaRE is an instrument, created via an HHMI grant, to assess the quantitative readiness of students planning on majoring in biology or the life sciences.

CATALST Project

Change Agents for Teaching and Learning Statistics (CATALST) was an NSF-funded project from 2008–2012 that developed materials for teaching a radically different introductory statistics course based on randomization and bootstrap methods to provide students a deep understanding of statistical inference (DUE-0814433).

Teaching

I teach (have taught) the following courses at the University of Minnesota:

  • EPsy 1261: Understanding data stories through visualization and computing
  • EPsy 3264: Basic and applied statistics
  • EPsy 5244: Survey design, sampling, and implementation
  • EPsy 8220: Methods for categorical response data in educational research
  • EPsy 8251: Methods in data analysis for educational research I
  • EPsy 8252: Methods in data analysis for educational research II
  • EPsy 8264: Advanced multiple regression
  • EPsy 8282: Statistical analysis of longitudinal data I

Contact

location, email, what-not

  • zief0002@umn.edu
  • zief0002
  • 178 EdSciB
    56 East River Road
    Minneapolis, MN 55455
  • Tuesday 9:30 to 10:30 or email for appointment

Blogroll

Blogs I follow: