We surveyed fifty leading undergraduate business schools concerning their statistics requirements. We report on many aspects including credit-hours required, topics covered, computer integration, faculty background, teaching pedagogy, textbooks, and recent and proposed changes. (Contains 8 tables.)

We consider three examples from our own teaching in which much was learned by critically examining examples from books. Even influential and well-regarded books can have examples where more can be learned with a small amount of additional effort. (Contains 3 figures.)

In recent years English newspapers have started featuring a number of puzzles other than the ubiquitous crossword. Many of the puzzles are of Japanese origin such as Sudoku, Kakuro or Hidato. However, one recent one is very English and is called variously Cross-code, Alphapuzzle or some other name. In this article, it will be known as Codeword.…

The term "data snooping" refers to the practice of choosing which statistical analyses to apply to a set of data after having first looked at those data. Data snooping contradicts a fundamental precept of applied statistics, that the scheme of analysis is to be planned in advance. In this column, the authors shall elucidate the statistical…

This article, written jointly by a mathematician and a barrister, looks at some of the statistical issues raised by court cases based on fraud involving chip and PIN cards. It provides examples and insights that statistics teachers should find helpful. (Contains 4 tables and 1 figure.)

Developing statistical literacy for older school students includes recognizing and interpreting conditional statements in the media. Data on couples' success in predicting whether their partners have cheated provides a motivating context for teachers to lead their students through this process.

This article illustrates the importance of one's initial thoughts in problem solving through an entertaining example.

Many primary school teachers will have not heard of the data-handling cycle as set out in the English Key Stage 3 (UK ages 11-14) curriculum. This article argues that with a little adjustment, it could become the defining model for a holistic and dialogical approach to data handling at Key Stage 2 (UK ages 7-11).

To combat students' fear of statistics I employ my students at a fictional company, Stats Dairy, run by cows. Almost all examples used in the class notes, exercises, humour and exams use data "collected" from this company.

Recent advances in cognitive science have led to an enriched understanding of how people learn. Using a framework presented by Willingham, this article examines instructional best practice from the perspective of conceptual understanding and its implications on statistics education.

Students often have difficulty understanding algebraic proofs of statistics theorems. However, it sometimes is possible to prove statistical theorems with pictures in which case students can gain understanding more easily. I provide examples for two versions of Bayes' theorem.

The correlation coefficient is commonly used to indicate the quality of fit in regression. This practice is questionable.

This article describes an investigation of Buffon's coin problem and related problems with the aid of an applet. The problems are accessible at a variety of grade levels and facilitate making connections between geometry and probability.

This paper shows how the variance and standard deviation can be represented graphically by looking at each squared deviation as a graphical object--in particular, as a square. A series of displays show how the standard deviation is the size of the average square.

The Venn diagram is suggested as a graphical solution to conjunction fallacies and a modification of it is suggested to more fully communicate set relations.