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

Citation

Pierce, RU and Chick, HL, Reacting to quantitative data: teachers' perceptions of student achievement reports, Mathematics: Traditions and [New] Practices, 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 631 - 639. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper]

Copyright Statement

Copyright 2011 The Australian Association of Mathematics Teachers (AAMT) Inc. and the Mathematics Education Research Group of Australasia (MERGA) Inc.

Official URL: http://www.aamt.edu.au/Library/Conference-proceedi...

Abstract

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.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Achievement
Author:Chick, HL (Associate Professor Helen Chick)
ID Code:79129
Year Published:2011
Deposited By:Education
Deposited On:2012-08-20
Last Modified:2017-10-03
Downloads:0

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