Abstract
Literacy and informed decision making in an uncertain world require the ability to reason statistically. However, research indicates that, although conceptions of statistics and probability have steadily advanced within scientific and mathematical communities, adults in mainstream American society cannot think probalnlistically or statisticaly about important societal issues. This problem is addressed through implementation and evaluation of a novel statistics course for students who are teachers or are considering a career in teaching. The course is designed to help students use statistical concepts as tools for social reasoning within simulations of real-world problem situations. The course is unique because of its connections with the community and its commitment to achieving a high degree of authenticity through simulations of realistic social problem solving.
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