Discourse to Improve Students’ Conceptual Understanding of Statistics in Inclusive Settings (DISCUS-IS)
Reimagining Introductory Statistics for Inclusive Learning
The DISCUS-IS project is a research initiative focused on transforming how introductory statistics is taught in post-secondary, algebra-based courses—especially for students who have historically been excluded from traditional pathways to success in mathematics. These “Students in the Margins” include those with learning and attention disabilities, students with interrupted mathematics backgrounds, and students of color.
At the heart of the project is the simulation-based inference (SBI) approach, a method shown to deepen students’ conceptual understanding of statistical inference. At Curry College—home to a notably neurodiverse student body and the nationally recognized Program for the Advancement of Learning (PAL)—we are uniquely positioned to explore how SBI can serve a wider range of learners in inclusive classrooms.
What We’re Aiming to Do
Explore what works. We’re identifying teaching practices that support students with learning differences in accessing and mastering statistics content.
Understand how students think. We’re studying the statistical ideas students bring with them—and how those ideas develop—focusing especially on those typically left out of research in the field.
Share what we learn. We’re creating a professional development resource for statistics instructors that will share strategies, insights, and classroom practices to support all learners.
Why It Matters
This work fills a critical gap in statistics education research. While simulation-based approaches are showing promise across the board, we still know too little about their impact on students with learning disabilities and those from underrepresented backgrounds. As colleges and universities become increasingly diverse, we need inclusive, rigorous curriculum models that support success for all students.
Building Toward Equity
Introductory statistics is a gateway course for STEM pathways and essential for informed participation in civic life. By designing instruction that supports the most marginalized students, we aim to create ripple effects that improve outcomes for everyone. The findings from the DISCUS-IS project will be applicable far beyond our campus—and will help build a more equitable future in statistics education and beyond.