## Statistical Literacy at School: Growth and GoalsThis 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. |

### Im Buch

Ergebnisse 1-5 von 89

Seite 3

Contents Preface 1 Purpose and Foundations 2 Sampling—A Good Start 3 Graphs—How Best to Represent the Data 4

Contents Preface 1 Purpose and Foundations 2 Sampling—A Good Start 3 Graphs—How Best to Represent the Data 4

**Average**—what Does It Tell Us? 5 Chance—Precursor to Probability Preface Statistical thinking will one day be as necessary for. Seite 9

... graphs to show association, bar charts, pie charts, and stacked dot plots. Chapter 4 presents ideas associated with

... graphs to show association, bar charts, pie charts, and stacked dot plots. Chapter 4 presents ideas associated with

**average**. Because**averages**are the main summary statistics presented before formal statistics are encountered, it. Seite 10

The chapter also treats bias, problem solving, and inference related to measures of

The chapter also treats bias, problem solving, and inference related to measures of

**average**. Chapter 5 deals with chance, developing several perspectives. These include the use of language associated with chance, the measurement of ... Seite

Rosemary Callingham, who completed a masters degree research project on teachers' understanding of

Rosemary Callingham, who completed a masters degree research project on teachers' understanding of

**average**, was involved early in the group-work research and later with the Rasch analysis in relation to statistical literacy. Seite

... probabilities and

... probabilities and

**averages**, as are part—whole ideas generally. The connection is not only in one direction, however, for these topics in data and chance provide excellent examples of the usefulness and application of the theoretical ...### Was andere dazu sagen - Rezension schreiben

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### Inhalt

4 | |

SamplingA Good Start | |

GraphsHow Best to Represent the Data | |

Averagewhat Does It Tell | |

ChancePrecursor to Probability | |

Beginning InferenceSupporting a Conclusion | |

SlariationThe Underlying Phenomenon | |

Statistical Literac A lo al oal Further Reading | |

References | |

Author Index | |

Subject Index | |

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### Häufige Begriffe und Wortgruppen

algorithm appreciation appropriate arithmetic mean asked aspects associated Australasia Australian average bar graphs Callingham chapter choose classroom complex concept conditional probability conditional statement connections considered context Council of Teachers Dale Seymour data and chance data set dice discussion elementary example fast food ﬁg focus foot length frequency girls 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 numbers numeracy outcomes part—whole percent Pereira-Mendoza pictograph pie charts predictions presented probability quantitative literacy question in Fig random reasoning 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 task Tattslotto Teachers of Mathematics Teaching Statistics there’s tier values variables variation Voorburg Watson & Moritz