This is a session of Topic 6: Research in Statistics education Full topic list
(Monday 3rd, 10:30-12:30)
Research on developing statistical literacy
AbstractStatistical literacy might be defined as the ability to read, write, and criticise all of data in both raw and summarised form, and results of statistical analyses. There are two main strands as regards research in the area of statistical literacy. These are the degree to which different groups possess statistical literacy skills, and the extent to which statistical literacy can be developed in these groups. This session focuses on the second of these, but is dependent to some extent on the first strand (addressed in Session 5A).
There are no limits to the development of, that is the learning and teaching of, statistical literacy. It can occur in all levels of society and at all ages, regardless of a person’s existing level of statistical knowledge or education. Good teachers of statistics will try to ensure their students are statistically literate, using such terms as “understanding“ and “statistical thinking“ when describing their aims, but knowing some statistics is not the same as being statistically literate, although there is clearly overlap. We might ask whether someone who is not statistically literate can be a statistician, and whether someone who knows no statistics can be statistically literate.
This session is not on ways to teach statistics or statistical literacy, but on research into how to develop statistical literacy. The development could take place in a traditional class-room setting, or by some other means, for example, experience or via the media. Research could include finding out how and where the development of statistical literacy takes place, as well as studies of the extent to which different means of imparting skills in statistical literacy are successful. The session could include details of well formulated plans for research, as well as reports on research in progress and of research results.