Document Type

Conference Proceeding

Publication Date



For decades, statistics has been taught as an application of formulas, making use of normal and other distributions, and relying heavily on algebraic skills of students, in short, emphasizing mathematical thinking. More recently, several textbook author teams have published statistics books that place an increased emphasis on simulation and randomization methods, and a corresponding decreased emphasis on the algebraic manipulation in formulas (e.g., Lock et al., 2012; Tintle et al., 2015) as a way to encourage better statistical thinking.This session describes simulation-based inference curricula more fully, reports on the necessary steps towards implementation of such an approach, and provides both qualitative and quantitative comparisons of this new pedagogical approach with a more traditional approach. Appropriate justification of this approach to teaching and learning statistics is also provided, along with providing an overview of recent trends to shift to this approach in statistics courses taught at the high school, junior college, and university levels across North America, including a number of Christian colleges and universities affiliated with ACMS.



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