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Mathematical symbology can pose barriers in increasingly diverse introductory statistics classrooms. This qualitative study examines instructional practices that support students’ developing symbol sense through a Universal Design for Learning (UDL) lens, focusing on UDL Considerations 2.1 and 2.2. Data include interviews with 39 students, surveys from 86 students, and video-stimulated recall interviews with five instructors. Findings indicate that students view symbols as essential yet initially intimidating, and that symbol sense develops through intentional instructional mediation. Effective practices included explicit attention to symbol morphology, translation between symbols and natural language, structured reference tools, revisiting symbols, and highlighting relationships among symbols. These strategies appeared to support students’ developing sense of symbols and promoted more equitable access to statistical meaning-making. 

Though inquiry-driven curricula can lead to students developing more conceptual understanding and engaging in disciplinary practices, one documented impediment to successful enactment is instructors’ knowledge of students’ thinking. To increase the capacity of instructors to make sense of diverse student thinking in postsecondary, introductory statistics courses, we recorded structured interviews (n = 42) with a neurodiverse student population, that which includes both neurodivergent and neurotypical students. Statistics and disciplinary instructors (n = 8) documented their interpretations of the student ideas in the videos. This paper (1) describes students’ thoughts about study design, correlation, and chance models and (2) identifies teacher research and professional development methods that can support instructors’ knowledge of diverse student thinking. 

Curricula that engage post-secondary students in the statistical investigation process and use simulation-based inference have been shown to increase students' understanding of statistical concepts across diverse student populations. A college found no difference in learning gains between neurodivergent students (e.g., students with learning or attention differences, including but not limited to diagnosed learning disabilities, executive function challenges, and/or ADHD) and their neurotypical peers when these interventions were used, in contrast to earlier interventions. Through student interviews (n = 35), investigators identified inclusive instructional practices students felt supported them in learning statistics. This paper adds to research on innovative instructional methods by explaining these practices in post-secondary statistics courses using active learning, their alignment with Universal Design for Learning, and how students value these practices. 

Evidence suggests that simulation-based inference (SBI) curricula can enhance introductory students’ conceptual understanding of statistics: focusing on big ideas and making abstract ideas concrete. However, SBI curricula, as well as non-SBI curricula, often introduce demands that may inadvertently be barriers for neurodivergent students and students with learning disabilities: reading level, expectations for student interaction, and an inquiry-driven approach. This study evaluates student gains at a U.S. university enriched with ND and LD students. Pre- and post-course data from the Comprehensive Assessment of Outcomes in Statistics test (CAOS) were gathered at the institution before and after changing from a more traditional curriculum to one centered on SBI to assess SBI’s potential as an inclusive and accessible way to increase these students’ conceptual understanding of statistics. 

Evidence suggests that simulation-based inference (SBI) curricula can enhance introductory students’ conceptual understanding of statistics: focusing on big ideas and making abstract ideas concrete. However, SBI curricula, as well as non-SBI curricula, often introduce demands that may inadvertently be barriers for neurodivergent students and students with learning disabilities: reading level, expectations for student interaction, and an inquiry-driven approach. This study evaluates student gains at a U.S. university enriched with ND and LD students. Pre- and post-course data from the Comprehensive Assessment of Outcomes in Statistics test (CAOS) were gathered at the institution before and after changing from a more traditional curriculum to one centered on SBI to assess SBI’s potential as an inclusive and accessible way to increase these students’ conceptual understanding of statistics.