Reacting to quantitative data: teachers' perceptions of student achievement reports

As part of an investigation into statistical literacy for the teaching workplace, this research paper uses a framework for professional statistical literacy to examine teachers’ perceptions of the complexity and value of such reports. Although teachers identified aspects of the data as useful for their work, many features were described as being difficult to understand. Even tertiary educated adults may not be well prepared for dealing with quantitative data in their workplace. There are lessons, too, for the presentation of statistical information.