scholarly journals STATISTICAL LITERACY AS THE EARTH MOVES

2017 ◽  
Vol 16 (1) ◽  
pp. 31-37
Author(s):  
CHRIS J. WILD
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Human Interaction ◽  
Data Display ◽  
Statistical Literacy ◽  
Bob Dylan ◽  
Research Journal ◽  
The Earth ◽  
The Times ◽  
Seismic Forces

“The Times They Are a-Changin’” says the old Bob Dylan song. But it is not just the times that are a-changin’. For statistical literacy, the very earth is moving under our feet (apologies to Carole King). The seismic forces are (i) new forms of communication and discourse and (ii) new forms of data, data display and human interaction with data. These upheavals in the worlds of communication and data are ongoing. If anything, the pace of change is accelerating. And with it, what it means to be statistically literate is also changing. So how can we tell what is important? We will air some enduring themes and guiding principles. First published May 2017 at Statistics Education Research Journal Archives

MORE THAN JUST NUMBERS: CHALLENGES FOR PROFESSIONAL STATISTICIANS

2017 ◽  
Vol 16 (2) ◽  
pp. 362-375
Author(s):  
CLAIRE CAMERON ◽  
ELLA IOSUA ◽  
MATTHEW PARRY ◽  
ROSALINA RICHARDS ◽  
CHRYSTAL JAYE
Keyword(s):  
Education Research ◽  
New Zealand ◽  
Communication Skills ◽  
Statistics Education ◽  
Statistical Literacy ◽  
Workforce Shortage ◽  
Research Journal ◽  
Qualitative Survey ◽  
The People ◽  
The Future

This paper describes a qualitative survey of professional statisticians carried out in New Zealand in 2014. The aim of the study was to find out if the issues this group faced were consistent with those identified in the literature. The issues identified were integrity, legitimacy, isolation, workforce shortage, communication, and marginalisation. They represent points of frustration for statisticians that may impact on the future of the profession as it responds to increasing demands and higher expectations. We found that these issues resonated for many of the statisticians included in our study and we have discussed a number of strategies to address them. They include raising our profile, attracting a broader range of people to the profession, increasing our communication skills, raising the statistical literacy of the people we work with, and a commitment to making it easy to engage with our colleagues. First published November 2017 at Statistics Education Research Journal Archives

scholarly journals CALL FOR PAPERS: RESEARCH ON STATISTICAL LITERACY

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

scholarly journals STATISTICAL LITERACY IN PUBLIC DEBATE – EXAMPLES FROM THE UK 2015 GENERAL ELECTION

2017 ◽  
Vol 16 (1) ◽  
pp. 217-227
Author(s):  
PHOEBE ARNOLD
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Case Histories ◽  
Political Debate ◽  
Statistical Literacy ◽  
Research Journal ◽  
The Media ◽  
Fact Checking ◽  
The Uk ◽  
Full Fact

Full Fact is an independent, non-partisan fact-checking charity. A particular focus is the analysis of factual claims in political debate in the UK; for example, fact-checking claims and counterclaims made during Prime Minister’s questions. Facts do not appear in a vacuum as they are often used as key elements in an effort to make a coherent argument. This paper describes a number of case histories where facts are disputed, drawn from our election work, to give an overview of the contemporary state of statistical literacy among politicians and the media. Common pitfalls in politicians’ claims are set out, along with descriptions of our attempts to close the communication gap between different communities. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals STATISTICAL LITERACY IN DATA REVOLUTION ERA: BUILDING BLOCKS AND INSTRUCTIONAL DILEMMAS

2017 ◽  
Vol 16 (1) ◽  
pp. 38-43
Author(s):  
THEODOSIA PRODROMOU
Keyword(s):  
Education Research ◽  
Large Scale ◽  
Statistics Education ◽  
Building Blocks ◽  
Knowledge Bases ◽  
Data Modelling ◽  
Statistical Literacy ◽  
Research Journal ◽  
Large Scale Data ◽  
Scale Data

The data revolution has given citizens access to enormous large-scale open databases. In order to take into account the full complexity of data, we have to change the way we think in terms of the nature of data and its availability, the ways in which it is displayed and used, and the skills that are required for its interpretation. Substantial changes in the content and processes involved in statistics education are needed. This paper calls for the introduction of new pedagogical constructs and principles needed in the age of the data revolution. The paper deals with a new construct of statistical literacy. We describe principles and dispositions that will become the building blocks of our pedagogical model. Our model suggests that effective engagement with large-scale data, modelling and interpretation situations requires the presence of knowledge-bases as well as supporting dispositions. First published May 2017 at Statistics Education Research Journal Archives

CREATIVE INSUBORDINATION IN STATISTICS TEACHING: POSSIBILITIES TO GO BEYOND STATISTICAL LITERACY

2020 ◽  
Vol 19 (1) ◽  
pp. 73-91
Author(s):  
LEANDRO DE OLIVEIRA SOUZA ◽  
CELI ESPASANDIN LOPES ◽  
NOLEINE FITZALLEN
Keyword(s):  
Education Research ◽  
Data Analysis ◽  
Cultural Context ◽  
Statistics Education ◽  
Social Contexts ◽  
Statistical Literacy ◽  
Research Journal ◽  
Collaborative Exploration ◽  
Political Actions ◽  
Enhance Student Learning

Statistics education has the potential to assist students to develop their identities and engage in problems and social contexts that assist in empowering them to act politically in the future. The actions and narrative reported in this paper seek to identify the way in which teachers could develop and implement statistical inquiries that utilize aspects of creative insubordination to enhance student learning experiences. This paper reports on two students who were supported to produce information and act politically on a problem founded in their social and cultural context. Reported practices in this research involved inquiry tasks that promoted collaborative exploration of ideas, data analysis, and reporting. Results evidence that teaching statistics through projects that focus on the development of political actions, Creative Insubordination, have the potential to improve students’ statistical skills. As a consequence, the students were able to go beyond being data producers and data consumers to being statisticians and political activists, a shift necessary for students to understand how data can be used to transform their lives and those of others. First published February 2020 at Statistics Education Research Journal Archives

scholarly journals STATISTICAL LITERACY IN THE DATA SCIENCE WORKPLACE

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

scholarly journals STATISTICS TEST QUESTIONS: CONTENT AND TRENDS

2014 ◽  
Vol 13 (2) ◽  
pp. 202-217
Author(s):  
AUDY SALCEDO
Keyword(s):  
Education Research ◽  
Cognitive Abilities ◽  
Statistics Education ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Solo Taxonomy ◽  
Research Journal ◽  
University Level ◽  
Statistics Courses ◽  
The University

This study presents the results of the analysis of a group of teacher-made test questions for statistics courses at the university level. Teachers were asked to submit tests they had used in their previous two semesters. Ninety-seven tests containing 978 questions were gathered and classified according to the SOLO taxonomy (Biggs & Collis, 1982) and to the definitions of statistical literacy, statistical reasoning and statistical thinking (delMas, Ooms, Garfield & Chance, 2007). Results suggest a strong preference for questions that address the evaluation of cognitive abilities in the lower levels of the taxonomies used. Reflections as to the implications of these results for the teaching and evaluation of statistics courses are presented. First published November 2014 at Statistics Education Research Journal Archives

scholarly journals INTERACTIVE VISUALISATIONS AND STATISTICAL LITERACY

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

scholarly journals DATA LITERACY IS STATISTICAL LITERACY

2017 ◽  
Vol 16 (1) ◽  
pp. 22-25
Author(s):  
ROBERT GOULD
Keyword(s):  
High School ◽  
Education Research ◽  
High School Students ◽  
Data Science ◽  
Science Curriculum ◽  
Statistics Education ◽  
School Students ◽  
Statistical Literacy ◽  
Data Literacy ◽  
Research Journal

Past definitions of statistical literacy should be updated in order to account for the greatly amplified role that data now play in our lives. Experience working with high-school students in an innovative data science curriculum has shown that teaching statistical literacy, augmented by data literacy, can begin early. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals GAISE 2016 PROMOTES STATISTICAL LITERACY

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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