STATISTICAL LITERACY: DEVELOPING A YOUTH AND ADULT EDUCATION STATISTICAL PROJECT

This article focuses on the notion of literacy – general and statistical – in the analysis of data from a fieldwork research project carried out as part of a master’s degree that investigated the teaching and learning of statistics in adult education mathematics classes. We describe the statistical context of the project that involved the development of a questionnaire, the organization of the resulting information into tables, and the preparation of posters summarizing the results. The project was carried out with 7th-grade students, ages from 16 to 43, in a public state elementary school as part of the Youth and Adult Education program (Educação de Jovens e Adultos - EJA), located on the outskirts of Campinas, State of São Paulo, Brazil. First published November 2014 at Statistics Education Research Journal Archives

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CALL FOR PAPERS: RESEARCH ON STATISTICAL LITERACY

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v13i2.275 ◽

2014 ◽

Vol 13 (2) ◽

pp. 13-14

Author(s):

MAXINE PFANNKUCH ◽

PETER PETOCZ ◽

ROBERT DELMAS

Keyword(s):

Education Research ◽

Statistics Education ◽

Statistical Literacy ◽

Statistics Education Research ◽

Research Journal

First published November 2014 at Statistics Education Research Journal Archives

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PUBLISHING IN SERJ: AN ANALYSIS OF PAPERS FROM 2002–2009

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v10i2.345 ◽

2011 ◽

Vol 10 (2) ◽

pp. 5-26

Author(s):

ANDREW ZIEFFLER ◽

JOAN GARFIELD ◽

ROBERT C. DELMAS ◽

LAURA LE ◽

REBEKAH ISAAK ◽

...

Keyword(s):

Education Research ◽

Detailed Analysis ◽

Teaching And Learning ◽

Statistics Education ◽

Publishing Research ◽

Future Research ◽

High Quality ◽

Future Directions ◽

Statistics Education Research ◽

Research Journal

SERJ has provided a high quality professional publication venue for researchers in statistics education for close to a decade. This paper presents a review of the articles published to explore what they suggest about the field of statistics education, the researchers, the questions addressed, and the growing knowledge base on teaching and learning statistics. We present a detailed analysis of these articles in order to address the following questions: What is being published and why, who is publishing research in SERJ, how is the research being carried out, and what do the results suggest about future research? Implications for future directions in statistics education research are suggested. First published November 2011 at Statistics Education Research Journal: Archives

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SITUATING QUALITATIVE MODES OF INQUIRY WITHIN THE DISCIPLINE OF STATISTICS EDUCATION RESEARCH

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v9i2.372 ◽

2010 ◽

Vol 9 (2) ◽

pp. 7-21

Author(s):

RANDALL E. GROTH

Keyword(s):

Education Research ◽

Qualitative Methods ◽

Teaching And Learning ◽

Statistics Education ◽

Policy Documents ◽

Statistics Education Research ◽

Research Journal ◽

Scholarly Discourse ◽

Recent Policy ◽

The U.S

Qualitative methods have become common in statistics education research, but questions linger about their role in scholarship. Currently, influential policy documents lend credence to the notion that qualitative methods are inherently inferior to quantitative ones. In this paper, several of the questions about qualitative research raised in recent policy documents in the U.S. are examined. Each question is addressed by drawing upon examples from existing statistics education research. The examples illustrate that qualitative methods can be used profitably to study statistical teaching and learning, and that in some cases qualitative methods are preferable to quantitative ones. By using the examples presented, qualitative researchers in statistics education can begin to more strongly situate their work within scholarly discourse about empirical research. First published November 2010 at Statistics Education Research Journal: Archives

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STATISTICAL LITERACY IN THE DATA SCIENCE WORKPLACE

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v16i1.207 ◽

2017 ◽

Vol 16 (1) ◽

pp. 17-21

Author(s):

ROBERT GRANT

Keyword(s):

Machine Learning ◽

Education Research ◽

Data Science ◽

Statistics Education ◽

Statistical Information ◽

Data Visualisation ◽

Statistical Literacy ◽

Statistics Education Research ◽

Research Journal ◽

Diverse Backgrounds

Statistical literacy, the ability to understand and make use of statistical information including methods, has particular relevance in the age of data science, when complex analyses are undertaken by teams from diverse backgrounds. Not only is it essential to communicate to the consumers of information but also within the team. Writing from the perspective of a statistician who later taught himself about data visualisation and machine learning, I consider some pitfalls for ommunication and drivers of behaviour within the team. Recruiters and managers also play a part in creating a workplace where speed and novelty are sometimes over-valued. Statisticians have a duty to educate and shape this exciting new workplace. First published May 2017 at Statistics Education Research Journal Archives

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EXAMINING TEACHERS’ PERCEPTIONS ABOUT IMPROVING THE TEACHING AND LEARNING OF MATHEMATICS AND STATISTICS

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v17i2.168 ◽

2018 ◽

Vol 17 (2) ◽

pp. 239-254

Author(s):

ODETTE UMUGIRANEZA ◽

SARAH BANSILAL ◽

DELIA NORTH

Keyword(s):

Education Research ◽

South African ◽

Mathematics Teachers ◽

Teaching And Learning ◽

Statistics Education ◽

Demographic Factors ◽

Teachers Perceptions ◽

Statistics Education Research ◽

Research Journal

The purpose of this paper is to examine South African teachers’ suggestions for improving the teaching and learning of mathematics and statistics, as well as exploring relationships between certain demographic factors and the number and types of strategies suggested by teachers. The study was conducted with 75 South African mathematics teachers. We asked them to respond to closed- and open-ended questions regarding their strategies and plans about how they intend to improve the teaching and learning of mathematics and statistics. The findings revealed that teachers were most concerned with improving the motivation and interest of their learners. Furthermore, there were relationships between the number and types of strategies suggested and certain factors such as attendance at workshops, and use of the curriculum. First published November 2018 at Statistics Education Research Journal Archives

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INTERACTIVE VISUALISATIONS AND STATISTICAL LITERACY

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v16i1.210 ◽

2017 ◽

Vol 16 (1) ◽

pp. 26-30

Author(s):

SINCLAIR SUTHERLAND ◽

JIM RIDGWAY

Keyword(s):

Education Research ◽

Data Analysis ◽

Social Science ◽

Statistics Education ◽

Statistical Literacy ◽

Statistics Education Research ◽

Research Journal ◽

Interactive Data ◽

The 1960S

Statistical literacy involves engagement with the data one encounters. New forms of data and new ways to engage with data – notably via interactive data visualisations – are emerging. Some of the skills required to work effectively with these new visualisation tools are described. We argue that interactive data visualisations will have as profound an effect on statistical literacy as the introduction of statistics packages had on statistics in social science in the 1960s. Current conceptualisations of statistical literacy are too passive, lacking the exploration part in data analysis. Statistical literacy should be conceived of as empowerment to engage effectively with evidence, and educators should seek to move students along a pathway from using interactive data visualisations to building them and interpreting what they see. First published May 2017 at Statistics Education Research Journal Archives

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GAISE 2016 PROMOTES STATISTICAL LITERACY

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v16i1.214 ◽

2017 ◽

Vol 16 (1) ◽

pp. 50-54

Author(s):

MILO SCHIELD

Keyword(s):

Education Research ◽

Statistics Education ◽

Decision Makers ◽

Introductory Statistics ◽

Statistical Literacy ◽

Stated Goal ◽

Statistics Education Research ◽

Research Journal ◽

New Guidelines

In the 2005 Guidelines for Assessment and Instruction in Statistics Education (GAISE), statistical literacy featured as a primary goal. The 2016 revision eliminated statistical literacy as a stated goal. Although this looks like a rejection, this paper argues that by including multivariate thinking and – more importantly – confounding as recommended topics in introductory statistics, statistical literacy has in fact been accepted if not promoted. The adoption of the new guidelines will greatly advance students’ statistical literacy: the ability to read and interpret statistics relevant to consumers and decision makers. First published May 2017 at Statistics Education Research Journal Archives

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