The Five Gs for Teaching Statistics: Greek, Graphs, Grammar, Gadgets, and Games

Abstract

Teachers of quantitative research methods face multiple challenges in advancing quantitative proficiency, including varying levels of comprehension, engagement, and belonging among incoming students. Consistent with consensus in the learning sciences, I introduce a mnemonic that can remind teachers and students to engage around multiple representations of statistical concepts. “The Five Gs” stands for Greek, Graphs, Grammar, Gadgets, and Games. The first three Gs, Greek, Graphs, and Grammar, refer to mathematical, graphical, and written representations, respectively. The last two Gs refer to Gadgets and Games, which I use to refer to tangible objects and friendly competitions, respectively. I locate the Five Gs in relevant learning sciences literature and demonstrate their application through teaching correlation coefficients. I conclude with guidance for judicious implementation in quantitative methods instruction.