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The development of statistical literacy at school


Callingham, R and Watson, JM, The development of statistical literacy at school, Statistics Education Research Journal, 16, (1) pp. 181-201. ISSN 1570-1824 (2017) [Refereed Article]

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Copyright 2017 International Association for Statistical Education (IASE/ISI)

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Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian mathematics curriculum. Using a new data-set of over 7000 student responses from middle-years students in different parts of Australia during the period 2007-2009, the nature of the hierarchy was confirmed. Longitudinal analysis identified how students performed across time against the hierarchy. Suggestions are made for systems and teachers about realistic expectations for middle-years students, and possible curriculum challenges.

Item Details

Item Type:Refereed Article
Keywords:statistical literacy, student assessment
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Watson, JM (Professor Jane Watson)
ID Code:119814
Year Published:2017
Funding Support:Australian Research Council (LP0669106)
Deposited By:Education
Deposited On:2017-08-05
Last Modified:2018-06-20

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