Question 1: Who is the intended audience for this book?
Question 2: What is unique about this book?
Question 3: Is it a "math stat" book?
Question 4: Is it a "workshop" book?
Question 5: What is the role of Calculus in the book?
Question 6: What is the role of technology in the materials?
Question 8: Is this book intended for future teachers?
Question 9: Why did you choose this sequence of topics?
Question 10: What does it mean to be a “preliminary edition”?
Question 11: What do I do if I find a typo?
Question 12: What instructional support materials are available?
Question 13: How do I obtain access to the solutions to the problems in the book?
Question 1: Who is the intended audience for this book?
This text was designed to be an introduction to statistics for mathematically inclined students, including math and statistics majors, science majors, and other students who have taken a first semester course in calculus. Students who have taken AP Statistics would also be well-served by this book as it covers the topics in more mathematical depth.
This book lies between the “Stat 101” course, which does not challenge the above audience mathematically, and the “Probability and Mathematical Statistics” sequence, which does not emphasize data analysis and production. The book focuses on the statistical process and presents a balanced introduction to the field of statistics (concepts, applications, and methods).
While many institutions offer a “post-calculus” introduction to statistics course, at other institutions s such a course may need to be developed.
Question 2: What is unique about this book?
The book covers similar topics to a “Stat 101” course but at a deeper level mathematically, while utilizing many of the recent “reform” features of the Stat 101 course: data, activities, technology, and a focus on conceptual understanding. The materials are designed to lead students to construct statistical techniques themselves and investigate properties of the methods, always in the context of an actual research study. Real data is used throughout the book. Technological tools such as Minitab and java applets are integrated into the text to help students analyze data and to explore statistical concepts.
Question 3: Is it a "math stat" book?
No. It does not cover the topics typically associated with a mathematical statistics course. But since many math majors' first exposure to statistics is through a "math stat" course, we do see this book as providing an alternative introduction to the subject. We think that many students would be well-served by taking a course from this book instead of or prior to courses in probability and mathematical statistics so they have a better understanding of the use of statistics prior to deeper discussions of the theory.
Question 4: Is it a "workshop" book?
Yes and no. Most of the material in the book is presented through "investigations" that aim to lead students to discover and explore statistical ideas. An instructor may well choose to let students work through these investigations on their own during class time. But the book contains a good bit of exposition and discussion that explain and reinforce what students are to learn through the investigations. An instructor who prefers a more traditional lecture style could easily use this book, with the investigations serving as the examples through which to introduce the material.
Question 5: What is the role of Calculus in the book?
Calculus topics are not used extensively in this course, though some integration and differentiation is expected, mostly through homework problems. The Calculus prerequisite is primarily intended to assure a certain level of mathematical maturity in the student audience.
Question 6: What is the role of technology in the materials?
The Minitab software package (version 14) is used to analyze data and perform large scale simulations. Java applets arutilized extensively to provide students with a pre-built visual, dynamic, interactive environment to explore statistical concepts. Excel is used briefly to produce graphical displays and for automatic updating of formulas. No prior knowledge of these tools is assumed and instructions are directly integrated into the investigations. Data files, macros, and applets can be accessed from the ISCAM webpage. We are also considering creating supplementary instructions to be used with the R software program.
Ideally, every class meeting would be held in a computer lab with students working through the activities using the technology directly. It is also feasible to use these materials with less frequent visits to a computer lab and through more use of instructor demonstrations. The technology instructions are sufficiently detailed that students should be able to complete many of the investigations outside of class after a proper orientation. Still, our recommendation is to integrate the technology into the classroom setting as much as possible.
Question 7: What courses would students take after this course?
If students are only required to take one probability and statistics course, this book provides a complete, balanced introduction to the discipline of statistics. Alternatively, students would be well positioned to take either a probability theory course, a mathematical statistics course, or a more applied statistics course such as regression methods.
Question 8: Is this book intended for future teachers?
Yes. The audience for this book includes more students than future teachers, but we believe that pre-service and even in-service teachers form a very important audience. Both the content and the pedagogy of the book are intended to prepare prospective teachers for the kinds of statistics courses and topics that they will be expected to teach at the K-12 level.
Question 9: Why did you choose this sequence of topics?
The sequencing of topics in this book is non-standard. The key principle underlying our sequencing choices is to have students experience the entire process of a statistical investigation, from data collection through inference and communication of results, over and over again in new settings. One benefit of this approach is that students see problematic topics, such as sampling and randomization distributions, early and often, so that their level of understanding can deepen with each new encounter. Another fortunate consequence is that students really do come to understand the process not only of doing statistics but also of studying statistics. We begin with categorical variables rather than quantitative ones, in part because one number characterizes the distribution of a binary categorical variable. We begin with comparisons rather than a single sample because most scientific investigations involve comparisons and because that enables us to introduce principles of experimental design from the start, helping to convey their importance to students. Topics in probability are integrated throughout the materials, being introduced as they are needed to complete the statistical analysis. By the end of the book, a large percentage of the traditional probability topics have been covered.
Question 10: What does it mean to be a “preliminary edition”?
As a preliminary edition, we will make more use of web resources. Some materials that are not currently in the text, such as more homework problems and additional worked out examples, will be available on from the ISCAM webpage. You may also find a few more typos than you would in a first edition. We greatly seek the feekback of those using the book on what essential changes would be needed before the first edition. Please feel free to email the authors directly with comments and suggestions.
Question 11: What do I do if I find a typo?
Please continue to check the errata page and email us directly when you find a typographical error that is not already listed.
Question 12: What instructional support materials are available?
We are developing an instructor’s guide that will be available at the ISCAM webpage. This will include comments and suggestions on how to use the materials, as well as additional examples, sample exam questions, and sample project assignments. The ISCAM webpage also contains links to two course webpages that used the book as a stand alone text in the Spring (a class for science majors and a class for mathematics majors with an emphasis on teaching). The ISCAM webpage contains additional instructional material related to the research studies referenced in the text, Minitab hints, and principles related to the development of the materials. An email listserv been established for the exchange of ideas, comments, and suggestions from those using the preliminary edition. Please contact the authors if you are interested in joining this listserv or viewing the archives.
We are also developing text files containing the practice problems and solutions that can be uploaded into the WebCT or Blackbloard course management systems.