ASSESSING STATISTICAL LITERACY AND STATISTICAL REASONING: THE REALI INSTRUMENT

2018 ◽  
Vol 17 (2) ◽  
pp. 141-160
Author(s):  
ANELISE SABBAG ◽  
JOAN GARFIELD ◽  
ANDREW ZIEFFLER
Keyword(s):  
Development Process ◽  
Statistics Education ◽  
Field Testing ◽  
Measurement Model ◽  
Learning Goals ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Expert Review ◽  
Research Journal ◽  
The Relationship

Statistical literacy and statistical reasoning are important learning goals that instructors aim to develop in statistics students. However, there is a lack of clarity regarding the relationship among these learning goals and to what extent they overlap. The REasoning and Literacy Instrument (REALI) was designed to concurrently measure statistical literacy and reasoning. This paper reports the development process of the REALI assessment, which included test blueprint, expert review, item categorization, pilot and field testing, and data analysis to identify what measurement model best represents the constructs of statistical literacy and reasoning given the criteria of fit and parsimony. The results suggested that statistical literacy and reasoning can be measured effectively by the REALI assessment with high score precision. First published November 2018 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 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 TELLING STORIES, LANDING PLANES AND GETTING THEM MOVING – A HOLISTIC APPROACH TO DEVELOPING STUDENTS’ STATISTICAL LITERACY

2017 ◽  
Vol 16 (1) ◽  
pp. 102-119
Author(s):  
JULIE SCOTT JONES ◽  
JOHN E. GOLDRING
Keyword(s):  
Mathematics Anxiety ◽  
Statistics Education ◽  
Holistic Approach ◽  
Barriers To Learning ◽  
Statistical Literacy ◽  
Surface Approach ◽  
Research Journal ◽  
The United Kingdom ◽  
University Level ◽  
Development Of Students

The issue of poor statistical literacy amongst undergraduates in the United Kingdom is well documented. At university level, where poor statistics skills impact particularly on social science programmes, embedding is often used as a remedy. However, embedding represents a surface approach to the problem. It ignores the barriers to learning that students bring to class, which may not always be addressed solely through embedding, such as, mathematics anxiety. Instead, embedding can only work within a much deeper pedagogic model that places students at its heart, as active participants in learning. This paper examines the development of such a model within a large sociology programme, where there was an implementation of a range of pedagogic strategies to support the development of students’ statistical literacy. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals EXPLORING THE ROLE OF CONTEXT IN STUDENTS’ UNDERSTANDING OF SAMPLING

2013 ◽  
Vol 12 (2) ◽  
pp. 32-58
Author(s):  
JACQUELINE R. WROUGHTON ◽  
HERLE M. MCGOWAN ◽  
LEIGH V. WEISS ◽  
TARA M. COPE
Keyword(s):  
Statistics Education ◽  
Study Data ◽  
Theory Approach ◽  
Testing Environment ◽  
Individual Interviews ◽  
Research Journal ◽  
Evaluation Of Evidence ◽  
The Relationship

Context provides meaning for data analysis and the evaluation of evidence but may be distracting to students. This research explores the role of context in students’ reasoning about sampling: specifically, the relationship between the strength of students’ opinions about a topic, which provides the context for a study, and their ability to judge the quality of the sampling method and the scope of the conclusions in the study. Data were collected at four diverse institutions in both a testing environment and through individual interviews. Student responses were analyzed using a grounded theory approach. Testing environment results showed little evidence of the use of context whereas interview results showed more evidence of reliance on context-based opinions rather than statistical principles. First published November 2013 at Statistics Education Research Journal Archives

scholarly journals BUILDING CAPACITY FOR DEVELOPING STATISTICAL LITERACY IN A DEVELOPING COUNTRY: LESSONS LEARNED FROM AN INTERVENTION

2014 ◽  
Vol 13 (2) ◽  
pp. 15-27
Author(s):  
DELIA NORTH ◽  
IDDO GAL ◽  
TEMESGEN ZEWOTIR
Keyword(s):  
Capacity Building ◽  
Developing Country ◽  
Statistics Education ◽  
Lessons Learned ◽  
Statistical Literacy ◽  
Future Design ◽  
Grass Roots ◽  
Research Journal ◽  
Service Intervention ◽  
Teachers Attitudes

This paper aims to contribute to the emerging literature on capacity-building in statistics education by examining issues pertaining to the readiness of teachers in a developing country to teach basic statistical topics. The paper reflects on challenges and barriers to building statistics capacity at grass-roots level in a developing country, based in part on lessons learnt from the design of an in-service intervention for teachers in South Africa, and on illustrative data about teachers’ attitudes, collected as part of this intervention. The paper reflects on implications for future design of interventions, as well as on research needs that can inform future capacity-building in statistics education in developing countries. First published November 2014 at Statistics Education Research Journal Archives

scholarly journals KEY SUCCESS FACTORS FOR STATISTICAL LITERACY POSTER COMPETITIONS

2017 ◽  
Vol 16 (1) ◽  
pp. 202-216
Author(s):  
STEVE MACFEELY ◽  
PEDRO CAMPOS ◽  
REIJA HELENIUS
Keyword(s):  
Success Factors ◽  
Statistics Education ◽  
Key Factors ◽  
Statistical Literacy ◽  
Key Success Factors ◽  
Local Schools ◽  
Research Journal ◽  
Societal Norms ◽  
Use Of Technology ◽  
Culture History

Statistical literacy is complex and multifaceted. In every country, education and numeracy are a function of a multitude of factors including culture, history, and societal norms. Nevertheless, since the launch of the International Statistical Poster Competition (ISLP) in 1994, a number of patterns have emerged to suggest there are some common or universal success factors in running statistical literacy competitions involving schools, universities, statistical offices, and many other institutions. This paper outlines some of those factors, such as institutional cooperation, celebrating participation and success, improvement of statistical literacy in the local schools, support for teachers, the involvement of national statistics institutes, and use of technology. These factors have been identified from our own experience running the competition and from articles submitted to the ISLP newsletters. Statistical literacy is a complex phenomenon, and so this is neither an exhaustive list of key factors nor a formula for success, but rather an overview of recurring themes across countries participating in the competition around the world. First published May 2017 at Statistics Education Research Journal Archives

ISLP COUNTRY COORDINATORS AS AMBASSADORSOF STATISTICAL LITERACY AND INNOVATIONS

2020 ◽  
Vol 19 (1) ◽  
pp. 120-136
Author(s):  
REIJA HELENIUS ◽  
ADRIANA D’AMELIO ◽  
PEDRO CAMPOS ◽  
STEVE MACFEELY
Keyword(s):  
Statistics Education ◽  
International Association ◽  
Statistical Literacy ◽  
Strategic Issues ◽  
Statistical Education ◽  
Statistical Institute ◽  
Recent Success ◽  
Research Journal ◽  
International Statistical Institute ◽  
Education Today

The International Statistical Literacy Project (ISLP) was established in 1994 by the International Statistical Institute and operates under the auspices of the International Association for Statistical Education. Today, the ISLP has 134 country coordinators spread across all continents of the world. The aim of this article is to describe and assess the activities of those country coordinators and discuss their contribution to advancing statistical literacy and that of ISLP. Some strategic issues for the ISLP executive are discussed, in particular, given the recent success of the ISLP in Latin America, and how this might inform future developments of the International Statistical Literacy Project. First published February 2020 at Statistics Education Research Journal Archives

OPENING REAL SCIENCE: EVALUATION OF AN ONLINE MODULE ON STATISTICAL LITERACY FOR PRE-SERVICE PRIMARY TEACHERS

2017 ◽  
Vol 16 (1) ◽  
pp. 120-138
Author(s):  
AYSE AYSIN BOMBACI BILGIN ◽  
ELIZABETH DATE-HUXTABLE ◽  
CARMEL COADY ◽  
VINCENT GEIGER ◽  
MICHAEL CAVANAGH ◽  
...  
Keyword(s):  
Science Teachers ◽  
Teacher Educators ◽  
Statistics Education ◽  
Evaluation Process ◽  
Primary Teachers ◽  
Statistical Literacy ◽  
Real Science ◽  
Research Journal ◽  
Government Initiative ◽  
Mathematics And Science

Opening Real Science (ORS) is a three-year government initiative developed as part of the Mathematics and Science Teachers program. It is a collaboration across universities involving teacher educators, scientists, mathematicians, statisticians and educational designers aimed at improving primary and secondary pre-service teachers’ competence and confidence in mathematics and science. The ORS project has developed 25 online learning modules for pre-service teacher programs. Statistical literacy is prioritised. The Statistical Literacy Module for Primary Teachers (SL-P) adopts an inquiry-based approach and uses resources and contexts relevant to their practice. This paper documents the development and evaluation process of SL-P from its conception to implementation, and reviews the initial trials. First published May 2017 at Statistics Education Research Journal Archives

WAYS IN WHICH HIGH-SCHOOL STUDENTS UNDERSTAND THE SAMPLING DISTRIBUTION FOR PROPORTIONS

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
CARMEN BATANERO ◽  
NURIA BEGUÉ ◽  
MANFRED BOROVCNIK ◽  
MARÍA M. GEA
Keyword(s):  
High School ◽  
High School Students ◽  
Statistics Education ◽  
Sampling Distribution ◽  
School Students ◽  
Research Journal ◽  
Science High School ◽  
Sample Proportion ◽  
The University ◽  
The Relationship

In Spain, curricular guidelines as well as the university-entrance tests for social-science high-school students (17–18 years old) include sampling distributions. To analyse the understanding of this concept we investigated a sample of 234 students. We administered a questionnaire to them and ask half for justifications of their answers. The questionnaire consisted of four sampling tasks with two sample sizes (n = 100 and 10) and population proportions (equal or different to 0.5)systematically varied. The experiment gathered twofold data from the students simultaneously, namely about their perception of the mean and about their understanding of variation of the sampling distribution. The analysis of students’ responses indicates a good understanding of the relationship between the theoretical proportion in the population and the sample proportion. Sampling variability, however, was overestimated in bigger samples. We also observed various types of biased thinking in the students: the equiprobability and recency biases, as well as deterministic pre-conceptions. The effect of the task variables on the students’ responses is also discussed here. First published December 2020 at Statistics Education Research Journal: Archives

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