Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education. Oriented to analyse the teaching of statistics in school and to recommend improvements in the training of mathematics teachers to encourage success in preparing statistically literate students, the volume provides a picture of the current situation in both the teaching of school statistics and the pre-service education of mathematics teachers.

A primary goal of Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education is to describe the essential elements of statistics, teacher's professional knowledge and their learning experiences. Moreover, a research agenda that invites new research, while building from current knowledge, is developed. Recommendations about strategies and materials, available to train prospective teachers in university and in-service teachers who have not been adequately prepared, are also accessible to the reader."

Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education. Oriented to analyse the teaching of statistics in school and to recommend improvements in the training of mathematics teachers to encourage success in preparing statistically literate students, the volume provides a picture of the current situation in both the teaching of school statistics and the pre-service education of mathematics teachers.

A primary goal of Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education is to describe the essential elements of statistics, teacher's professional knowledge and their learning experiences. Moreover, a research agenda that invites new research, while building from current knowledge, is developed. Recommendations about strategies and materials, available to train prospective teachers in university and in-service teachers who have not been adequately prepared, are also accessible to the reader."

Christopher Johannson must make the most difficult decision of his adult life: announce to his kind yet devoted Christian parents and eventually the rest of American society that he has chosen Allah seven months after 9/11. Excommunicated by his family for his disclosure yet determined to teach in one of the most dangerous school districts in the United States, Christopher-now Muhammad-packs everything he owns and moves to Texas, where after several months of abuse and isolation he finds himself in the lobby of a psychiatrist's office searching for meaning between his decisions of the past and his current mental breakdown. His reflections ultimately lead to one unresolved question: Was his decision to embrace Islam-a religion viewed at best as suspicious in most countrymen's eyes after 9/11-a divine calling, or was it a consequence of a man who was tired of feeling ignored because he failed to measure up to the standards of mainstream society? A story about a young man in the grips of an identity crisis, Mom, I'm a Muslim also depicts a country's home front struggling to make sense of itself and also failing to maintain its composure during the war on terror.