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. |
Im Buch
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... involved in statistical literacy without the use of formal statistical techniques . These teachers may be specialist mathematics teachers but they may also be generalist teachers who see the need to incorporate statistical literacy ...
... involved in statistical literacy without the use of formal statistical techniques . These teachers may be specialist mathematics teachers but they may also be generalist teachers who see the need to incorporate statistical literacy ...
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... involved . The two notable omissions are actual data collection and the use of technology . Although sampling , including sample size , sampling method , and sampling bias , is covered descriptively , there is virtually no discussion of ...
... involved . The two notable omissions are actual data collection and the use of technology . Although sampling , including sample size , sampling method , and sampling bias , is covered descriptively , there is virtually no discussion of ...
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... involved and its current lack of availability commercially to teachers or researchers, meant that the exercise was not warranted. Teachers and researchers who have access to and familiarity with software, will be able to adapt tasks ...
... involved and its current lack of availability commercially to teachers or researchers, meant that the exercise was not warranted. Teachers and researchers who have access to and familiarity with software, will be able to adapt tasks ...
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... involved early in the group-work research and later with the Rasch analysis in relation to statistical literacy. Rob Torok began the variation research in his Bachelor of Teaching honors thesis and Ben Kelly took over the research ...
... involved early in the group-work research and later with the Rasch analysis in relation to statistical literacy. Rob Torok began the variation research in his Bachelor of Teaching honors thesis and Ben Kelly took over the research ...
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... ? How many people were involved in the survey and how were they selected ? How were questions asked ? How many categories of fish eating were used ? Were In her 1992 Presidential Address to the American Statistical Association.
... ? How many people were involved in the survey and how were they selected ? How were questions asked ? How many categories of fish eating were used ? Were In her 1992 Presidential Address to the American Statistical Association.
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