This article outlines the execution of a workshop in which students were encouraged to actively review the course contents on descriptive statistics by creating exercises for their fellow students. In a first-year statistics course in psychology, 39 out of 155 students participated in the workshop. In a subsequent evaluation, the workshop was assessed as useful and appropriate to encourage students to practice statistics and to become prepared for the exam.

Much of the science reported in the media depends on correlation coefficients. But the size of correlation coefficients depends, in part, on the reliability with which the correlated variables are measured. Understanding this is a statistical literacy issue.

We present a proposal for helping students to cope with statistical word problems related to the classification of different cases of confidence intervals. The proposal promotes an environment where students can explicitly discuss the reasons underlying their classification of cases.

Analysis of variance (ANOVA) is a test of *mean* differences, but the reference to *variances* in the name is often overlooked. Classroom activities are presented to illustrate how ANOVA works with emphasis on how to think critically about inferential reasoning.

As part of Japanese Lesson study research focusing on ‘comparing and describing likelihoods’, fifth grade elementary students used real-world data in decision-making. Sporting statistics facilitated opportunities for informal inference, where data were used to make and justify predictions.

Concept maps are tools for organizing thoughts on the main ideas in a course. I present an example of a concept map that was created through the work of students in an introductory class and discuss major topics in statistics and relationships among them.

Students may need explicit training in informal statistical reasoning in order to design experiments or use formal statistical tests effectively. By using scientific scandals and media misinterpretation, we can explore the need for good experimental design in an informal way. This article describes the use of a paper that reviews the measles mumps rubella vaccine and autism controversy in the UK to illustrate a number of threshold concepts underlying good study design and interpretation of scientific evidence. These include the necessity of sufficient sample size, representative and random sampling, appropriate controls and inferring causation.

There is a considerable and rich literature on students' misconceptions in probability. However, less attention has been paid to the development of students' probabilistic thinking in the classroom. This paper offers a sequence, grounded in socio-constructivist perspective for teaching probability.

This article is based on classroom application of a problem story constructed by Amos Tversky in the 1970s. His intention was to evaluate human beings' intuitions about statistical inference. The problem was revisited by his colleague, the Nobel Prize winner Daniel Kahneman. The aim of this article is to show how popular science textbooks can serve as a source for rich classroom activity, with a little care in the implementation by teachers. Kahneman describes the problem as ‘standard’ and answers using a fixed point number. I describe how I have encouraged my students to challenge the certainty of this assertion by identifying ambiguities that are left unexplained in the story. This way, I claim to stimulate individuals to indeed move towards *Thinking, Fast and Slow*, the title of Kahneman's book.

This paper presents a comparison of three approaches to the teaching of probability to demonstrate how the truth table of elementary mathematical logic can be used to teach the calculations of conditional probabilities. Students are typically introduced to the topic of conditional probabilities—especially the ones that involve Bayes' rule—with the help of such traditional approaches as formula use or conversion to natural frequencies. The truth table approach is an alternative method for explaining the concept and calculation procedure of conditional probability and Bayes' rule.

Working with practicing teachers, this article demonstrates, through the facilitation of a statistical activity, how to introduce and investigate the unique qualities of the statistical process including: formulate a question, collect data, analyze data, and interpret data.

This teaching note gives a real-life example of Bayesian thinking. It discusses how credible accusations are that the outcome of the draw for the quarter-finals in the 2013 European Champions League Football was manipulated.