Statistical Literacy at School: Growth and GoalsRoutledge, 13.05.2013 - 320 Seiten This book reveals the development of students' understanding of statistical literacy. It provides a way to "see" student thinking and gives readers a deeper sense of how students think about important statistical topics. Intended as a complement to curriculum documents and textbook series, it is consistent with the current principles and standards of the National Council of Teachers of Mathematics. The term "statistical literacy" is used to emphasize that the purpose of the school curriculum should not be to turn out statisticians but to prepare statistically literate school graduates who are prepared to participate in social decision making. Based on ten years of research--with reference to other significant research as appropriate--the book looks at students' thinking in relation to tasks based on sampling, graphical representations, averages, chance, beginning inference, and variation, which are essential to later work in formal statistics. For those students who do not proceed to formal study, as well as those who do, these concepts provide a basis for decision making or questioning when presented with claims based on data in societal settings. Statistical Literacy at School: Growth and Goals: *establishes an overall framework for statistical literacy in terms of both the links to specific school curricula and the wider appreciation of contexts within which chance and data-handling ideas are applied; *demonstrates, within this framework, that there are many connections among specific ideas and constructs; *provides tasks, adaptable for classroom or assessment use, that are appropriate for the goals of statistical literacy; *presents extensive examples of student performance on the tasks, illustrating hierarchies of achievement, to assist in monitoring gains and meeting the goals of statistical literacy; and *includes a summary of analysis of survey data that suggests a developmental hierarchy for students over the years of schooling with respect to the goal of statistical literacy. Statistical Literacy at School: Growth and Goals is directed to researchers, curriculum developers, professionals, and students in mathematics education as well those across the curriculum who are interested in students' cognitive development within the field; to teachers who want to focus on the concepts involved in statistical literacy without the use of formal statistical techniques; and to statisticians who are interested in the development of student understanding before students are exposed to the formal study of statistics. |
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... Fig. 1.1 reflects the dilemma associated with the use of formal inference procedures based on probability at the school level. Hence in Fig. 1.1 probability is associated with sampling in terms of collecting data but not with ...
... Fig. 1.1 reflects the dilemma associated with the use of formal inference procedures based on probability at the school level. Hence in Fig. 1.1 probability is associated with sampling in terms of collecting data but not with ...
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... Fig . 2.1 , along with an indication of how they are linked with each other . The idea of being representative is developed along with the increasing sophistication of describing what a sample is and its purpose . This potentially slow ...
... Fig . 2.1 , along with an indication of how they are linked with each other . The idea of being representative is developed along with the increasing sophistication of describing what a sample is and its purpose . This potentially slow ...
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... Fig . 2.2 . 10 The use of the ( a ) ( b ) A news person on TV says , " In a research study on the weight of ... FIG . 2.2 Interview questions on sampling in a context . FIG . 2.3 Continued questioning about sampling in context (
... Fig . 2.2 . 10 The use of the ( a ) ( b ) A news person on TV says , " In a research study on the weight of ... FIG . 2.2 Interview questions on sampling in a context . FIG . 2.3 Continued questioning about sampling in context (
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... Fig . 2.2 . • ( a ) [ Say there were ] about 10,000 children in Grade 5 in Tasmania and they took about say 50 of them and they found out , because 50 is a small portion of 10,000 , they just found out the weights from there . ( a ) ...
... Fig . 2.2 . • ( a ) [ Say there were ] about 10,000 children in Grade 5 in Tasmania and they took about say 50 of them and they found out , because 50 is a small portion of 10,000 , they just found out the weights from there . ( a ) ...
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... Fig . 2.2 ) . FIG . 2.5 Item on buying a new car . Without considerable experience it is unlikely that students can give statistically appropriate justifications for their choices of sample size but discussion based on a range of ...
... Fig . 2.2 ) . FIG . 2.5 Item on buying a new car . Without considerable experience it is unlikely that students can give statistically appropriate justifications for their choices of sample size but discussion based on a range of ...
Inhalt
GraphsHow Best to Represent the Data | |
Average What Does It Tell | |
ChancePrecursor to Probability | |
Supporting a Conclusion | |
VariationThe Underlying Phenomenon | |
Statistical LiteracyA Global Goal | |
Further Reading | |
References | |
Author Index | |
Subject Index | |
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Häufige Begriffe und Wortgruppen
algorithm appreciation appropriate arithmetic mean asked aspects associated Australian average bar graphs Callingham chance curriculum chapter choose claim classroom complex concepts conditional probability conditional statement connections considered context Council of Teachers Dale Seymour data and chance data set dice discussion elementary example fast food focus foot length frequency girls goal grades Iddo ideas important inference International Statistical Institute interpretation intuitions involved Konold levels of response mathematics curriculum Mathematics Education Research Mercury Hobart middle school Mokros National Council Netherlands numbers numeracy outcomes percent pictograph possible predictions presented probability quantitative literacy question in Fig random reflect relationship sample scattergram school curriculum school students Section Shaughnessy shown in Fig skills spinner stacked dot plots stage statistical investigation Statistical Literacy Hierarchy suggest survey Tattslotto Teachers of Mathematics Teaching Statistics tier tossing values variables variation Voorburg Watson & Kelly Watson & Moritz