Using distributions as statistical evidence in well-structured and ill-structured problems

Research has suggested that understanding in well-structured settings often does not transfer to the everyday, less-structured problems encountered outside of school. Little is known, beyond anecdotal evidence, about how teachers' consideration of distributions as evidence in well-structured settings compares with their use in ill-structured problem contexts. A qualitative study of preservice secondary teachers examined their use of distributions as evidence in four tasks of varying complexity and ill-structuredness. Results suggest that teachers' incorporation of distributions in well-structured settings does not imply that they will be incorporated in less structured problems (and vice-versa). Implications for research and teaching are discussed.

Environmentalism versus constitutionalism: A contest without winners

This essay is about two threats to society. One is to the environment that, if unattended, will endanger our way of life. The other is to constitutional government and to the economy that arises from ill-advised responses to the challenges of environmental protection. The latter threat, if unaddressed, will not only endanger our way of life by diminishing freedom and prosperity but, in the end, will also defeat our good intentions about the environment. [Executive summary extract]