program. The implementation of these sessions will provide the basis for producing a videotaped version of the training. The videotaped program will be disseminated to prepare teachers who cannot participate in any of the regional inservices or any of the replication workshops. Evaluation and DisseminationBy the Spring of 1986, an increasingly large number of teachers will have participated in the inservice aspect of the project, tested the teaching materials, and received training in the form of videotaped versions. Each aspect will be evaluated thoroughly prior to implementing procedures for widespread dissemination. Evaluation mechanisms will be developed and studies will be conducted to assess how well students are learning skills and concepts in statistics and probability. Further, a mechanism will be established that will permit the Joint ASAiNCTM Committee to continue to monitor the use of materials by teachers and to revise them as necessary beyond the life of the project.

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Classroom demonstrations, if well designed, can help students gain insights into statistical concepts and phenomena. Unfortunately, however, some instructors choose not to use this instructional device for fear that the data generated will turn out to be "uncooperative"; other instructors use demonstrations but use them unscientifically, ending up with data sets that either yield no insights or constitute "overkill." After discussing four kinds of demonstrations for which a "proper N" can and should be computed, we present three possible approaches for determining how much data are needed for the demonstration to have a reasonable probability of success. Examples from the literature are used to illustrate the need for a more scientific approach to this form of instruction.

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