Abstract
In the United States, a course in mathematical statistics is a part of the undergraduate curriculum in many departments of mathematics. The traditional course in mathematical statistics, it seems, has not really ‘caught on’ with large numbers of students enrolled in it. In this paper an alternative approach to the course is presented. The approach was implemented in an experimental course at Salisbury State College. Observations concerning the advantages and disadvantages of the method are given. Instructors of courses in mathematical statistics might find the approach appropriate for clarifying concepts in the subject.
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