## What is Taught in Math Statistics?

Mathematics and statistics are both disciplines that equip students with effective means to investigate, interpret, explain, and make sense of both real-life and hypothetical situations. Using symbols, graphs, and diagrams, they use different ways of thinking to find and represent patterns in quantities, space, time, and data.

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The Difference Between Maths and Statistics

Mathematics is a discipline that follows a rigid theorem and proof structure while Statistics is more based on real-life data. This difference in approach is the basis of the differences between maths and statistics.

This can be problematic as it makes it difficult for teachers to differentiate between students’ correct and incorrect reasoning. A variety of research studies have shown that students often make faulty reasoning and misconceptions.

This faulty reasoning and misconceptions often relate to domain-specific issues and are influenced by personal and contextual factors. Therefore, it is important for instructors to be aware of these issues and to have a strong understanding of how students interpret statistics.

Teaching statistics is a challenging task and many research studies have been conducted to assess student performance in this area. The research shows that students encounter numerous difficulties and have difficulty developing statistical concepts.

A major concern is that students often make faulty reasoning and misconceptions. This problem can be particularly problematic in introductory courses, where students are required to learn complex and abstract statistical concepts for the first time. Various methods of assessment of students’ reasoning, such as informal activities and formal tests, can be used to assess this problem.

Despite this challenge, it is also clear that many students are able to develop correct reasoning. This is due to a combination of several factors: (a) teachers’ instructional practices and strategies, such as frequent review and analysis of student work; (b) careful monitoring of student work and performance; and (c) teacher feedback on students’ progress.

Regardless of how students develop their statistical reasoning skills, it is critical that they be able to apply these skills in a range of contexts. Having these skills can be a lifelong asset for students and can help them achieve their academic and career goals.