Literature Index

Judging statistical claims in social contexts is fundamental to statistical literacy. This article uses a particularly contentious newspaper report that makes a cause-and-effect claim as the basis for discussing this important aspect of statistical understanding. The issue's relevance across the school curriculum is shown by extracts from curriculum documents. Teachers need to structure experiences to build ability to question claims made without proper justification. This article suggests a hierarchy to help teachers plan for and assess student learning in this area, and it closes with a plea for teachers to cooperate across subjects to achieve results.

This paper shows some of the opportunities in primary schools for integrated teaching where statistics (and other mathematics) can easily be taught within other subjects because one teacher has responsibility for all the areas of the curriculum.

STATISTICS in the title means more than simple descriptive statistics such as representing children born in a given month or families with a dog or a cat by piled up matchboxes and the like. But it means less than any serious inferential statistics, if only because CURRICULUM FOR EVERYBODY in the title is meant to be the one implement in the first four grades of every Hungarian school six to ten years old, where statistics, in fact, appears at every grade level along with combinatorics and probability, as also in the subsequent fifth to eighth school year, where the implementation is still under way, and also because YOUNG CHILDREN are meant to be the said six to ten years old though most classroom examples will be related to a particular class of third graders in Offenbach, West Germany, nine year olds on average, with whom I decided to gather some fresh experiences while preparing this talk. As for the TEACHERS, I have in mind mainly those I regularly meet in Hungary during in-service training courses. But the bulk of what I am going to say is about children.

Turkey cooking provides an opportunity to show off a real use of statistics.<br>This article expresses concern for the sloppy language that is often used by the media to describe numerical comparisons and suggests guidelines for how such comparisons should be described such that the meanings are unambiguous.