Ann E. Watkins – författare

Activity-Based Statistics helps build real statistical understanding through a set of innovative hands-on activities that can be used each day in conjunction with other texts.  The second edition continues to emphasize discovery by motivating students to apply the skills they have learned to discover the everyday relevance of statistics.  There are over 45 activities and five long-term projects that have been updated and extended to encourage students to experience statistics in context.  While the second edition includes updated technology extensions for Fathom, technology is used throughout the book to extend activities and is not required to complete them.

This book teaches statistics with a modern, data-analytic approach that uses graphing calculators and statistical software. It allows more emphasis to be put on statistical concepts and data analysis than on following recipes for calculations. This gives readers a more realistic understanding of both the theoretical and practical applications of statistics, giving them the ability to master the subject.

by Donald J. Albers ix INTRODUCTION In July of 1984 the first national conference on mathematics education in two-year colleges was held at Menlo College. The conference was funded by the Alfred P. Sloan Foundation. Two-year colleges account for more than one-third of all undergraduate enrollments in mathematics, and more than one-half of all college freshmen are enrolled in two-year colleges. These two facts alone suggest the importance of mathematics education in two-year colleges, particularly to secondary schools, four-year colleges, and universities. For a variety of reasons, four-year colleges and universities are relatively unaware of two-year colleges. Arthur Cohen, who was a participant at the "New Directions" conference warns: "Four-year colleges and universities ignore two-year colleges at their own peril." Ross Taylor, another conference participant, encouraged two-year college faculty to be ever mindful of their main source of students--secondary schools-­ and to work hard to strengthen their ties with them. There are many other reasons why it was important to examine two-year college mathematics from a national perspective: 1. Over the last quarter century, rio other sector of higher education has grown so rapidly as have two-year colleges. Their enrollments tripled in the 60''s, doubled in the 70''s, and continue to increase rapidly in the 80''s. x 2. Twenty-five years ago, two-year colleges accounted for only one-seventh of all undergraduate mathematics enrollments; today the fraction is more than one-third.

by Donald J. Albers ix INTRODUCTION In July of 1984 the first national conference on mathematics education in two-year colleges was held at Menlo College. The conference was funded by the Alfred P. Sloan Foundation. Two-year colleges account for more than one-third of all undergraduate enrollments in mathematics, and more than one-half of all college freshmen are enrolled in two-year colleges. These two facts alone suggest the importance of mathematics education in two-year colleges, particularly to secondary schools, four-year colleges, and universities. For a variety of reasons, four-year colleges and universities are relatively unaware of two-year colleges. Arthur Cohen, who was a participant at the "New Directions" conference warns: "Four-year colleges and universities ignore two-year colleges at their own peril." Ross Taylor, another conference participant, encouraged two-year college faculty to be ever mindful of their main source of students--secondary schools-­ and to work hard to strengthen their ties with them. There are many other reasons why it was important to examine two-year college mathematics from a national perspective: 1. Over the last quarter century, rio other sector of higher education has grown so rapidly as have two-year colleges. Their enrollments tripled in the 60's, doubled in the 70's, and continue to increase rapidly in the 80's. x 2. Twenty-five years ago, two-year colleges accounted for only one-seventh of all undergraduate mathematics enrollments; today the fraction is more than one-third.