Two recent sets of guidelines that intersect statistics and complement each other can be used to plot an orderly progression of study.

Contributor Notes

Randall E. Groth, regroth@salisbury.edu, teaches mathematics and mathematics education courses at Salisbury University in Salisbury, Maryland. He is interested in strategies for developing the statistical thinking of students and their teachers. Anna E. Bargagliotti, abargagl@lmu.edu., teaches mathematics and statistics at Loyola Marymount University in Los Angeles, California. She is interested in how a teacher's understanding of mathematics and statistics influences teaching practices and in turn influences student achievement.

(Corresponding author is Groth regroth@salisbury.edu)(Corresponding author is Bargagliotti abargagl@lmu.edu)
Mathematics Teaching in the Middle School

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