Bosnian abstract: Uzimajući u obzir kvantitativne, informatičke i tehnološke zahtjeve sa kojima se suočava postmoderno društvo, nije iznenađujuće što postoji povećan interes za disciplinu koja se naziva podučavanje statistike. Instruktori i nastavnici statistike u visokom obrazovanju susreću se sa mnogim preprekama prilikom nastojanja da svoje studente nauče kako da nadograde njihovu trenutnu bazu znanja, kao i da razviju vještine i kompetencije na ovom polju. S druge strane, studenti se součavaju sa velikim problemima prilikom učenja statistike, izrade zadaće i polaganja ispita iz statistike. Glavni cilj ovog članka je ponuditi pregled nalaza vezanih za vještine, znanja i kompetencije nastavnika statistike, kao i za motivaciju, ličnost i stavove studenata. Sljedeća grupa ciljeva odnosi se na pružanje nekoliko smjernica o tome kako unaprijediti tehnike podučavanja i korištene materijale, u cilju postizanja boljih ishoda učenja vezanih za statistiku. Predstavljena su i četiri relativno nova pristupa podučavanju: učenje bazirano na rješavanju problema, ''sidrišno'' davanje instrukcija, kognitivno šegrtovanje i situaciono učenje.English abstract: Taking into account quantitative, informatics, and technological demands by which postmodern society is faced, it is not surprising that there exists an increased interest in the discipline called teaching statistics. Statistics instructors and teachers in higher education encounter lots of obstacles while trying to teach their students how to upgrade their current base of knowledge, as well as to develop skills and competencies in this field. On the other hand, students face a great deal of problems while learning statistics, doing their assignments as well as taking exams in statistics. The main aim of this article is to provide a review of findings related to statistics teachers' skills, competencies, and knowledge along with those linked to students' motivation, personality, and attitudes. The subsequent group of aims includes giving some directions on how to improve teaching techniques and teaching materials in order to achieve better learning outcomes with regard to statistics. The following four, relatively new teaching approaches, were presented too: problem-based learning, anchored instruction, cognitive apprenticeship, and situated learning
