It was wonderful seeing so many teachers at last year’s Statistics Teachers’ Day in Auckland. Planning is already underway for this year’s event!

Later this year, we’ll let you know the overarching theme and put out a call for workshops and talks.

In the meantime, save the date:

Statistics Teachers’ Day 2026
Friday November 27

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Statistics Teachers鈥� Day takes place at Auckland University, where stats education researchers, PhD students, and practising statisticians share what they are discovering in data. Teachers also share their classroom practice and resource development, modelling excellent teaching and learning with and about data on the day.

Resources

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Why? Because data is better than anecdote and 鈥渆very piece of statistical information needs a representation鈥攖hat is, a form. Some forms tend to cloud minds, while others foster insight鈥� (Gigerenzer & Edwards, 2003, p. 258).

Who?听 鈥� are an infographic and data visualization agency in Copenhagen. They add value to data and information by telling visual stories that inform and inspire. In other words you send them your data they analysis it, and tell you stuff you may not know already. This is where the saying “Statisticians get to play in other peoples back yards” comes from.

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At 91茄子 we get a lot of questions about this question! StatsNZ have developed a flowchart that recognises best practice for questionaire design, regarding posing survey questions and collecting data about sex and gender.听 See the and the full report and findings.

The review was driven by unmet information needs, known issues with existing statistical standards, and significant community interest. Other New Zealand government agencies, including 91茄子, are also seeking guidance on how to best collect such information across broader survey and administrative settings.

StatsNZ were already aware of some issues with the existing statistical standards, particularly limitations in adequately reflecting gender minorities and intersex people. These issues relate to limited options available for respondents to describe who they are and limitations on our ability to meet information needs for different populations by ensuring the data reported can be disaggregated where appropriate. The review of the sex and gender identity statistical standards seeks to address these issues, with a view to providing appropriate guidance for different contexts and information needs.

Statistical offices around the world are facing similar challenges regarding how best to collect information on these concepts, with fast-evolving societal and cultural understandings and languages. It is critical that StatsNZ ensure the statistical standards for sex and gender identity are contemporary, flexible and enduring, and able to meet information relevant to the New Zealand context.

For more information about the review, email听identity@stats.govt.nz.

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ClassCalc has a built-in lockdown browser (US$12/student/year) that lets teachers lock student phones onto ClassCalc during class & tests minimising cheating/distractions (even remotely!).

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Check out news items via a scorecard ranging from true to “pants on fire” on a range of issues from Covid-19 to gun control.

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Stats skills are critical for business, finance, operations research, data science and for driving听 .

Leave a comment if you use these resources as a context or starter for exploring statistical thinking with students.

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