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

David Vere-Jones's influence on statistical education

2001 ◽  
Vol 38 (A) ◽  
pp. 6-19
Author(s):  
Brian Phillips
Keyword(s):  
New Zealand ◽  
International Association ◽  
School Level ◽  
Pivotal Role ◽  
International Conference ◽  
Statistical Education ◽  
The Third ◽  
Statistical Institute ◽  
International Statistical Institute ◽  
Education Committee

David Vere-Jones's interest in mathematical and statistical education was triggered in the early 1960s during his visits to Russia when he met leading mathematicians who were deeply involved in these areas as well as in their own research. Through the 1970s and 1980s David's involvement in education grew in New Zealand where he became influential in the developments in mathematics and statistics teaching, especially at school level. By the early 1990s he had become very involved in the Education Committee of the International Statistical Institute (ISI) and had a key role in the Third International Conference on Teaching Statistics (ICOTS-3) in Dunedin, 1990. This was soon followed by the pivotal role he played in the establishment of the International Association for Statistical Education (IASE). This paper describes the formative influences underlying David's involvement in statistical education and his influence on the growth of the IASE.

David Vere-Jones's influence on statistical education

2001 ◽  
Vol 38 (A) ◽  
pp. 6-19
Author(s):  
Brian Phillips
Keyword(s):  
New Zealand ◽  
International Association ◽  
School Level ◽  
Pivotal Role ◽  
International Conference ◽  
Statistical Education ◽  
The Third ◽  
Statistical Institute ◽  
International Statistical Institute ◽  
Education Committee

David Vere-Jones's interest in mathematical and statistical education was triggered in the early 1960s during his visits to Russia when he met leading mathematicians who were deeply involved in these areas as well as in their own research. Through the 1970s and 1980s David's involvement in education grew in New Zealand where he became influential in the developments in mathematics and statistics teaching, especially at school level. By the early 1990s he had become very involved in the Education Committee of the International Statistical Institute (ISI) and had a key role in the Third International Conference on Teaching Statistics (ICOTS-3) in Dunedin, 1990. This was soon followed by the pivotal role he played in the establishment of the International Association for Statistical Education (IASE). This paper describes the formative influences underlying David's involvement in statistical education and his influence on the growth of the IASE.

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

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 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 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

RUSSIAN ASSOCIATION OF STATISTICIANS: FILLING THE GAPS IN THE EDUCATION CHAIN

2020 ◽  
Vol 19 (1) ◽  
pp. 137-148
Author(s):  
ALEXEY N. PONOMARENKO ◽  
EKATERINA M. SVIRINA
Keyword(s):  
Statistics Education ◽  
Postgraduate Education ◽  
After School ◽  
Process Data ◽  
Non Profit ◽  
Statistical Education ◽  
School Competition ◽  
Research Journal ◽  
The Right ◽  
Russian Association

Typically, training in Russia for professionals includes school, university, and postgraduate education. People make their choice regarding university or job after school, and they choose jobs after university. These are very sensitive matters. Help in making the right choice is a real asset. The Russian Association of Statisticians (RASt) is an independent, non-profit organisation that does not provide statistical education as a university and does not collect and process data as a statistical institution. But RASt helps students, universities, and producers of statistical data find each other. The paper describes the activities of RASt which organises the school competition in statistics called “Trend” to support students in choosing a profession and the kick-off competition “Career” for university students to help them get to know their employers. The organisers of the competition for school children usually face a number of problems related to the young age of participants and to limited funding. If we are talking about such a country as huge as Russia, the problems increase. To solve these problems, organisers use a combination of competition of presentations about original statistical researches provided by school teams in regions and an online quiz on statistical topics at the final stage. Technologically, the entire process is supported by ROSSTAT with its IT network. The organisers hope that the competition will make the profession of statistician more popular in Russia and attract more students to statistical programmes in universities. First published February 2020 at Statistics Education Research Journal Archives

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