Bob delMas


Additional Phone Numbers: 
612 625-2076
Professional Title: 
Associate Professor
About Me (Bio): 
Robert delMas is Associate Professor of Educational Psychology at the University of Minnesota. He served as chair of the joint committee on statistical education of the ASA and the American Mathematical Association of Two-Year Colleges (AMATYC) and the chair of the ASA Section on Statistical Education. He is currently Co-Editor of the Statistics Education Research Journal, serves as an Associate Editor for the Journal of Statistics Education, and serves on the Editorial Panel of the Journal for Research in Mathematics Education, serves on the Research Advisory Board (RAB) of the Consortium for the Advancement of Undergraduate Statistics Education, participates as a mentor in the RAB Research Cluster program, and serves as an advisor to the Carnegie Foundation for the Advancement of Teaching StatWay project. His primary research interest is in the study of educational experiences that promote conceptual change and development. He has been co-PI with other leaders in statistics education (e.g., Joan Garfield, Andy Zieffler, George Cobb, Beth Chance, Allan Rossman, John Holcomb) on several projects funded by the National Science Foundation. These projects include the Assessment Resource Tools for Improving Statistical Thinking (ARTIST) assessment project, the Adapting and Implementing Innovative Materials in Statistics (AIMS) curriculum project, the Change Agents for Teaching and Learning Statistics (CATALST) curriculum project, and currently the Statistics Taught Using Resampling and Randomization (STURR) project in which he is developed GUI interfaces that allow introductory statistics students to use the power of R to carry out and visualize randomization and bootstrap approaches to data analysis.
University of Florida (UF)

LOCUS (Levels of Conceptual Understanding in Statistics) is an NSF Funded DRK12 project (NSF#118618) focused on developing assessments of statistical understanding. These assessments will measure students’ understanding across levels of development as identified in the Guidelines for Assessment and Instruction in Statistics Education (GAISE). The intent of these assessments is to provide teachers and researchers with a valid and reliable assessment of conceptual understanding in statistics consistent with the Common Core State Standards (CCSS).