Abstract

Probability and statistics are important courses in the curricula of many engineering, architecture, and construction disciplines. It develops students’ probabilistic thinking, data analysis and processing skills, and ability to apply quantitative research methods in their respective fields. However, teaching practice indicates that students encounter difficulties because of the abstract nature of the subject, differences in their initial mathematical proficiency, and limited ability to connect course content with discipline-specific problems. This article proposes several teaching orientations to address these challenges and improve the quality of probability and statistics learning among students at Hanoi University of Architecture.

Keywords: Hanoi University of Architecture, learning outcomes, probability and statistics, students, teaching orientations.