Literature Index

Displaying 2151 - 2160 of 3326
  • Author(s):
    Schield, M.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    In 2002, an international survey on reading graphs and tables of rates and percentages was conducted by the W. M. Keck Statistical Literacy Project. Respondents included US college students, college teachers worldwide and professional data analysts in the US and in South Africa. The survey focused on reading informal statistics - rates and percentages in tables and graphs. Some high error rates were encountered, but helping students learn these skills takes considerable time. A new on-line tool has been developed to help students practice using ordinary English to describe and compare rates and percentages. This tool decreased the class time necessary to teach this skill and helped make it possible to teach statistical literacy online. Statistical educators now have both the rules and the tools to teach students how to read and interpret summary data, and for teaching students to read and write comparisons of rates and percentages correctly.
  • Author(s):
    Ben-Zvi, D. & Garfield, J.
    Editors:
    Ben-Zvi, D. & Garfield, J.
    Year:
    2004
    Abstract:
    Over the past decade there has been an increasingly strong call for statistics education to focus more on statistical literacy, reasoning, and thinking. One of the main arguments presented is that traditional approaches to teaching statistics focus on skills, procedures, and computations, which do not lead students to reason or think statistically. This book explores the challenge posed to educators at all levels-how to develop the desired learning goals for students by focusing on current research studies that examine the nature and development of statistical literacy, reasoning, and thinking. We begin this introductory chapter with an overview of the reform movement in statistics education that has led to the focus on these learning outcomes. Next, we offer some preliminary definitions and distinctions for these often poorly defined and overlapping terms. We then describe some of the unique issues addressed by each chapter and conclude with some summary comments and implications.
  • Author(s):
    delMas, R. C.
    Year:
    2002
    Abstract:
    Similarities and differences in the articles by Rumsey, Garfield and Chance are summarized. An alternative perspective on the distinction between statistical literacy, reasoning, and thinking is presented. Based on this perspective, an example is provided to illustrate how literacy, reasoning and thinking can be promoted within a single topic of instruction. Additional examples of assessment items are offered. I conclude with implications for statistics education research that stem from the incorporation of recommendations made by Rumsey, Garfield and Chance into classroom practice.
  • Author(s):
    delMas, R. C.
    Year:
    2002
    Abstract:
    Similarities and differences in the articles by Rumsey, Garfield and Chance are summarized. An alternative perspective on the distinction between statistical literacy, reasoning, and thinking is presented. Based on this perspective, an example is provided to illustrate how literacy, reasoning and thinking can be promoted within a single topic of instruction. Additional examples of assessment items are offered. I conclude with implications for statistics education research that stem from the incorporation of recommendations made by Rumsey, Garfield and Chance into classroom practice.
  • Author(s):
    Ben-Zvi, D., & Garfield, J.
    Editors:
    Ben-Zvi, D., & Garfield, J.
    Year:
    2004
    Abstract:
    Statistics is a discipline in its own right rather than a branch of mathematics, and the knowledge needed to solve statistical problems is likely to differ from the knowledge needed to solve mathematical problems. Therefore, a framework that characterizes creative performance in learning to reason about informal statistical inference is essential. In this paper we present an initial framework to assess creative praxis of primary school students involved in learning informal statistical inference in statistical inquiry settings. In building the suggested framework, we adapt the three common characteristics of creativity in the mathematics education literature, namely, fluency, flexibility, and novelty, to the specifics of learning statistics. We use this framework to capture creative praxis of three sixth grade students in a 60-min statistical inquiry episode. The episode analysis illustrates the strengths and limitations of the suggested framework. We finally consider briefly research and practical issues in assessing and fostering creativity in statistics learning.
  • Author(s):
    Watson, J., & Callingham, R.
    Editors:
    Batanero, C., & Joliffe, F.
    Year:
    2003
    Abstract:
    The aim of this study was, first, to provide evidence to support the notion of statistical literacy as a hierarchical construct and, second, to identify levels of this hierarchy across the construct. The study used archived data collected from two large-scale research projects that studied aspects of statistical understanding of over 3000 school students in grades 3 to 9, based on 80 questionnaire items. Rasch analysis was used to explore an hypothesised underlying construct associated with statistical literacy. The analysis supported the hypothesis of a unidimensional construct and suggested six levels of understanding: Idiosyncratic, Informal, Inconsistent, Consistent non-critical, Critical, and Critical mathematical. These levels could be used by teachers and curriculum developers to incorporate appropriate aspects of statistical literacy into the existing curriculum.
  • Author(s):
    Keli Cristina Conti and Dione Lucchesi de Carvalho
    Year:
    2014
    Abstract:
    This article focuses on the notion of literacy – general and statistical – in the analysis of data from a fieldwork research project carried out as part of a master’s degree that investigated the teaching and learning of statistics in adult education mathematics classes. We describe the statistical context of the project that involved the development of a questionnaire, the organization of the resulting information into tables, and the preparation of posters summarizing the results. The project was carried out with 7th-grade students, ages from 16 to 43, in a public state elementary school as part of the Youth and Adult Education program (Educação de Jovens e Adultos - EJA), located on the outskirts of Campinas, State of São Paulo, Brazil.
  • Author(s):
    SCHIELD, Milo
    Year:
    2007
    Abstract:
    The GAISE College report suggested that teachers assess statistical literacy by students "interpreting<br>or critiquing articles in the news." Media stories typically present summary statistics to support nonstatistical<br>conclusions. Summary statistics require hypothetical thinking which in turn requires drill<br>in factual exercises involving deductive right-wrong answers. This paper presents a wide range of<br>deductive exercises that may help students develop the hypothetical thinking needed to deal with the<br>fact that all statistics are socially constructed. This paper presents 130 different topics involving factbased<br>exercises with objective answers. Of these, 50% are numerical, 30% are number-related and<br>20% are non-numeric. Selected examples are presented. At least half of these exercises have been<br>used by students in a web-based format. These exercises are classified by topics in traditional<br>research statistics and in statistical literacy.
  • Author(s):
    Schield, M.
    Year:
    2001
    Abstract:
    Statistical literacy is the ability to read and interpret data: the ability to use statistics as evidence in arguments. Statistical literacy is a competency: the ability to think critically about statistics. This introduction defines statistical literacy as a science of method, compares statistical literacy with traditional statistics and reviews some of the elements in reading and interpreting statistics. It gives more emphasis to observational studies than to experiments and thus to using associations to support claims about causation.
  • Author(s):
    Wilensky, U.
    Year:
    2003
    Abstract:
    In the Connected Learning projects, we are studying students' learning of content through exploring and constructing computer-based models of that content. This paper present a case study of a high school physic teacher's design and exploration of a computer-based model of gas molecules in a box. We follow up the case study with shorter vignettes of students' exploration and elaboration of the Gas-in-a-Box model. The cases lead us to analyze and discuss the role of model-based inquiry in science and mathematics education as well as to draw some general conclusions with respect to the design of modeling languages and the design of pedagogies and activities appropriate for model-based inquiry in classroom settings.

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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