LETTER TO THE EDITOR
DOI:
https://doi.org/10.52041/serj.v21i1.145Abstract
This is a letter to the editor about the June 2021 SERJ article, "Conceptualizing a framework for analysing college statistics textbooks in terms of text accessibility" by Yang and Idris.
References
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Malone, C., Hooks, T., & Iverson, T. (2021). Improving the presentation of visual information: All things Gestalt. Workshop presented at Expanding opportunities, 9th United States Conference on Teaching Statistics, June 28–July 1, 2021. https://github.com/WSU-DataScience/USCOTS2021_all_things_gestalt/raw/main/all_things_gestalt.pptx
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Wagler, A. E., Lesser, L. M., Heinrichs, H., Gomez, D., Esparza, J., & González, A. I. (n.d.).
Exploratory interviews about textbook preferences of college students enrolled in introductory statistics. [Manuscript in preparation]
Yang, K.-L., & Idris, K. (2021). Conceptualizing a framework for analysing college statistics textbooks in terms of text accessibility. Statistics Education Research Journal, 20(1), Article 6. https://doi.org/10.52041/serj.v20i1.102
Yerushalmy, M. (2014). Challenging the authoritarian role of textbooks. In K. Johnes, C. Bokhove, G. Howson, & L. Fan (Eds.), Proceedings of the International Conference on Mathematics Textbook Research and Development 2014 (ICMT-2014), July 29–31, 2014 (pp. 13–20). University of Southampton, UK.
Zieffler, A., Isaak, R., & Garfield, J. (2013). The course as textbook: A symbiotic relationship in the introductory statistics class. Technology Innovations in Statistics Education, 7(3), 1–14. http://dx.doi.org/10.5070/T573020083
