Why Statistics is Not

Mathematics and Why We

Should Care About
Teaching Statistics

What is Statistics?

Statistics is a science in my opinion, and it

is no more a branch of mathematics than
are physics, chemistry, and economics; for
if its methods fail the test of experience
not the test of logic they are discarded.
- John Tukey, 1962

Statistics in Industry

Statistical thinking is a philosophy of

learning and action based on the following
fundamental principles:

All work is a system of interconnected

processes.
Variation exists in all processes.
Understanding and reducing variation are keys
to success.

- The American Society for Quality

Statistics is a Mathematical Science

We use the singular is and not the plural are to

emphasize that statistics is a field of study, not
just a bunch of numbers.
We use mathematical as an adjective because
although statistics certainly makes use of much
mathematics, it is a separate discipline and not a
branch of mathematics.
We use the noun science because statistics is
the science of gaining insight from data.

- From Some Important Comparisons between Statistics and Mathemaics, and Why Teachers Should
Care by Rossman, Chance, and Medina (2006).

Statistics is NOT a Branch of

Mathematics

The book A History of Mathematics

(second edition by Carl B. Boyer and
Uta C Merzbach) is the classic onevolume history of mathematics.
Statistics is not even mentioned in
the comprehensive index.

Statistical Thinking vs. Mathematical

Thinking

Mathematics is, by and large, a

deterministic way of thinking and the way
mathematics is taught in schools in
America entrenches students into a
deterministic way of viewing the
quantitative world around them.

Statistical Thinking vs. Mathematical

Thinking

Statistics is, by and large, a probabilistic

or stochastic way of thinking.
Why is this important?

Statistical Thinking vs. Mathematical

Thinking

Science entered the nineteenth century

with a firm philosophical vision that has
been called the clockwork universe By
the end of the nineteenth century, the
errors had mounted instead of
diminishing By the end of the twentieth
century, almost all of science had shifted to
using statistical models Popular culture
has failed to keep up with the scientific
revolution.

- David Salsburg The Lady Tasting Tea (2001)

Statistical Thinking vs. Mathematical

Thinking

Statistics has its own tools and ways of

thinking, and statisticians are quite insistent
that those of us who teach mathematics
realize that statistics is not mathematics,
nor is it even a branch of mathematics. In
fact, statistics is a separate discipline with
its own unique ways of thinking and its own
tools for approaching problems.

- J. Michael Shaughnessy, Research on Students Understanding of Some Big Concepts

in Statistics (2006)

Statistical Thinking vs. Mathematical

Thinking

Mathematical thinking is deductive: the

inference of particular instances by
reference to a general law or principle.
General to specific

Statistical Thinking vs. Mathematical

Thinking

Statistical thinking is inductive: the

inference of general laws from particular
instances.
Specific to general

Why Should We Care About

Teaching Statistics?

1983 report A Nation at Risk listed the primary

ingredients of mathematics education as follows:

The teaching of mathematics in high school should

equip graduates to

Understand geometric and algebraic concepts;

Understand elementary probability and statistics;
Apply mathematics in everyday situations; and
Estimate, approximate, measure, and test the
accuracy of their calculations.

Why Should We Care About

Teaching Statistics?

The Principles and Standards for school

Mathematics (NCTM, 2000) states the
following five major content strands that
are essential for school mathematics (k12):

Number and operations

Algebra
Geometry
Measurement
Statistics and probability

Why Should We Care About

Teaching Statistics?

The NCTM also recommends that

statistics and probability occupy
approximately 20% of the curriculum
(based on time) at each grade level from
kindergarten to 12th grade.

Why Should We Care About

Teaching Statistics?

2004 report Ready or Not: Creating a High

School Diploma That Counts from the American
Diploma Project lists the following quantitative
competencies needed for high school graduates
to succeed in postsecondary education or in
high-performance, high-growth jobs centers:

Number Sense and Numerical Operations

Algebra
Geometry
Data Interpretation, Statistics and Probability

Why Should We Care About

Teaching Statistics?

The Principles and Standards for school

Mathematics (NCTM, 2000) states that
instructional programs from
prekindergarten through grade 12 should
enable all students to

formulate questions that can be addressed

with data and collect, organize and display
relevant data to answer them;
select and use appropriate statistical methods
to analyze data;

develop and evaluate inferences and

predictions that are based on data;
understand and apply basic concepts of
probability.