Literature Index

Displaying 2141 - 2150 of 3326

  • Statistical Literacy And The Media

    Author(s):
    Podehl, W. M.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The overwhelming majority of the public will never directly consult a National Statistical Office (NSO) or communicate with it directly. For most citizens, the news media (newspapers, radio and television) provide their only exposure to official statistics. Through them, the NSO achieves its goal of informing the public of economic and social conditions to a degree it could not achieve with its own resources. Consequently, collaboration with the news media as the NSO's gatekeepers to the public is of great importance. As journalists frequently change assignments and as many of them usually have no formal training in statistics, providing a form of "education" in statistical literacy is an ongoing concern for the NSO. Similarly, making the NSO staff aware of the needs and requirements of journalists is an essential step in communicating effectively through the media. The paper will outline the various elements of the media relations program that Statistics Canada has developed over the years.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/8f1_pode.pdf

  • Statistical Literacy as a Goal for Introductory Statistics Courses

    Author(s):
    Rumsey, D. J.
    Year:
    2002
    Abstract:
    In this paper, I will define statistical literacy (what it is and what it is not) and discuss how we can promote it in our introductory statistics courses, both in terms of teaching philosophy and curricular issues. I will discuss the important elements that comprise statistical literacy, and provide examples of how I promote each element in my courses. I will stress the importance of and ways to move beyond the "what" of statistics to the "how" and "why" of statistics in order to accomplish the goals of promoting good citizenship and preparing skilled research scientists.
    Location:
    http://www.amstat.org/publications/jse/v10n3/rumsey2.html

  • Statistical literacy as a goal of introductory statistics courses

    Author(s):
    Rumsey, D. J.
    Year:
    2000
    Abstract:
    This paper examines the goals of an introductory statistics course, statistical literacy, statistical competence, data awareness, data production, and communication. It also discusses some of the misconceptions that statistics education research is trying to dispel.

  • Statistical Literacy as the Earth Moves

    Author(s):
    Chris J. Wild
    Year:
    2017
    Abstract:
    “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.
    Location:
    http://iase-web.org/documents/SERJ/SERJ16(1)_Wild.pdf

  • Statistical Literacy for Active Citizenship: A Call for Data Science Education

    Author(s):
    Joachim Engel
    Year:
    2017
    Abstract:
    Data are abundant, quantitative information about the state of society and the wider world is around us more than ever. Paradoxically, recent trends in the public discourse point towards a post-factual world that seems content to ignore or misrepresent empirical evidence. As statistics educators we are challenged to promote understanding of statistics about society. In order to re-root public debate to be based on facts instead of emotions and to promote evidence-based policy decisions, statistics education needs to embrace two areas widely neglected in secondary and tertiary education: understanding of multivariate phenomena and the thinking with and learning from complex data.
    Location:
    http://iase-web.org/documents/SERJ/SERJ16(1)_Engel.pdf

  • Statistical Literacy for Whom: The Case of the Two-Year Colleges

    Author(s):
    Grosof, M. S., & Sardy, H.
    Year:
    1993
    Abstract:
    In the best academic tradition, we start with a definition: the "statistically literate" individual can "dis-aggregate and re-aggregate" to operate effectively as a statistical consumer. That is, he/she can extract information and interpret this information and can transform and interpret this information and can transmit it in terms your father -- your boss -- your client can understand and use. Evidently, this is a specialized version of the criteria for the label "quantitatively literate" which we will also use. We have been concerned for some time about the ways in which introductory statistics courses can better contribute to the goal of quantitative literacy for all adults and, in particular, for those whose secondary school experience may have left them mathematically dysfunctional or underskilled. In particular, we have wondered about the large number of students in the two-year colleges.

  • STATISTICAL LITERACY IN BRAZIL IN HIGH AND MIDDLE SCHOOL:<br>AN ANALYSIS OF OFFICIAL DOCUMENTS

    Author(s):
    T&acirc;nia Maria Mendon&ccedil;a Campos, Cl&aacute;udia Borim da Silva &amp; Irene Maur&iacute;cio Cazorla
    Year:
    2008
    Abstract:
    In order that students become able to exercise their full rights of citizenship, they need to develop abilities and competencies related to statistical literacy at compulsory school levels. These include being able to read, interpret and criticize media information and take conscious decisions in the face of these readings. In Brazil, in 1998, it was suggested that, in the middle school, the study of statistics be incorporated into the mathematics curriculum, and in 2002 the same was prescribed for the high school level. In this context, the aim of this paper is to identify the institutional practices of statistical literacy as specified by the Education Ministry in their official documents and to analyse in the pedagogical orientations, also supplied by the Ministry, the expected levels of statistical literacy levels. Results show that there have been great improvements in relation to statistical literacy, but much has yet to be done in the compulsory school
    Location:
    http://www.ugr.es/~icmi/iase_study/Files/Contents.htm

  • Statistical Literacy in Data Revolution Era: Building Blocks and Instructional Dilemmas

    Author(s):
    Theodosia Prodromou and Tim Dunne
    Year:
    2017
    Abstract:
    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.
    Location:
    http://iase-web.org/documents/SERJ/SERJ16(1)_Prodromou.pdf

  • Statistical Literacy in Public Debate – Examples from the UK 2015 General Election

    Author(s):
    Phoebe Arnold
    Year:
    2017
    Abstract:
    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.  
    Location:
    http://iase-web.org/documents/SERJ/SERJ16(1)_Arnold.pdf

  • Statistical Literacy in the Data Science Workplace

    Author(s):
    Robert Grant
    Year:
    2017
    Abstract:
    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 communication 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.
    Location:
    http://iase-web.org/documents/SERJ/SERJ16(1)_Grant.pdf

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The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education

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