Page 311 - Invited Paper Session (IPS) - Volume 2

IPS249 Terán, Teresita
If we analyze statistics as a subject, we can see that it is present on the
syllabuses of most non-statistical courses imparted at university, as a tool
where its role is fundamental.
Then, it is necessary to pose the question if its presence in the respective
syllabuses is adequate and if the proposed contents in each case match the
requirements of professional performance.
In this respect, it is essential that when we determine the contents of each
syllabus, these are related to the basic statistical knowledge that backs up the
need to satisfy the requirements of other topics, many of them very important
to the proposed course. We have to become conscious of the fact that reality
is in constant change and that university has to move forward with these
changes.
Because of this, we have to consider if the current contents in the statistics’
syllabus of the different courses match the needs of the future professional. It
is intended that the future graduate manages statistical language and knows
which statistical methods can be applied.
In this respect, in the IV International Conference of Statistics Teaching
(ICOTS-4) in Marrakech 1994, the Spanish speaking group on “The statistical
syllabus for 2000” formed by 28 teachers representing four countries:
Argentina, Colombia, Spain and Mexico gave some advice on the teaching of
statistics in other courses. Among them:
· It is better to leave the statistical courses for the last semesters, when
the students need that knowledge for their thesis.
· These courses should be articulated with courses such as methodology
of investigation, for instance.
· They should not have too many topics; just a few are necessary and these
should be interesting and illustrative, so that they could act as a
motivation for future studies.
· Make use of everyday situations.
· Focus teaching on increasing awareness of the need to consult statistical
professionals from the beginning of investigation, when the objectives
are outlined and hypotheses are posed, and not only when the data has
been collected.
Nowadays, this advice is not being taken into account in most universities
of Santa Fe province, since statistics as a subject is imparted in the first or
second year of the course and it is a four-months subject where even though
descriptive and inferential statistics are included in the syllabus, only some
topics are taught due to lack of time.

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