Making the connections: from statistics education research to teaching advice

Although statistics has now been in the Australian curriculum for two decades, much of the advice to teachers focuses on computational statistics rather than developing reasoning about statistical situations. A recent project focused on developing a Learning Progression of Statistical Reasoning and then providing explicit guidance for teachers linked to the Learning Progression. The intended outcome is a package of assessment tasks that teachers can use to identify their students’ current zones of statistical reasoning and suitable activities to provide the foundation for further developing students’ statistical reasoning. This paper explores the processes used to move from the researchbased validated Learning Progression to teaching advice.