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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.
- Sales Rank: #15543083 in Books
- Published on: 2006-06-23
- Original language: English
- Number of items: 1
- Dimensions: 9.25" h x 6.25" w x 1.00" l, 1.29 pounds
- Binding: Hardcover
- 320 pages
Most helpful customer reviews
0 of 0 people found the following review helpful.
Six specific topics in Statistics Education
By Mr. Anthony F. Bill
This book is an excellent resource for teachers, curriculum planners, textbook writers, and researchers. It is the result of many years of research into the development of students' understanding of statistics during, but not limited to, the compulsory years of schooling. It is clearly structured and well written, with many examples of tasks and student work on those tasks, and what this reveals about students' progress.
The author recognises the goals concerning statistics in the school curriculum: to prepare all students to participate in decision making based on data and to prepare some students for further study in statistics. The primary purpose of the book is to contribute to the first of these goals and uses the term statistical literacy in this context. Three tiers of statistical literacy are defined and used as reference points throughout the book. They are summarised here from pages 15-16, and constitute aims for statistical education.
* First tier: the development of appropriate terminology to be used for statistical decision-making.
* Second tier (with an obvious overlapping with literacy skills): an understanding of probabilistic and statistical language and concepts when they are embedded in the context of wider social discussion.
* Third tier: the ability and confidence to challenge statements that are made without proper statistical foundation.
The book is structured around six specific topics in statistics that are found within the "chance and data" strand of the mathematics curricula of most western countries. These are sampling, graphs, average, chance, beginning inferences, and variation. A chapter is devoted to each of these in turn, beginning with an introduction to the term and some historical insights about prior research into student understanding. Next, the results of appropriate research from publications by Jane Watson and collaborators are carefully presented in the form of analyses of student answers to open-ended tasks, and interviews. The SOLO taxonomy (Biggs, 1982) is used to analyse these responses and they are discussed in order of increasing sophistication and relevance to the task. Readers unfamiliar with the SOLO model are well catered for by the introduction and examples in Chapter 1. Each chapter ends with a section headed "Implications and recommendations". Explicit suggestions for classroom activities and discussions will be found here, based on the tiers of statistical literacy.
One of the many useful insights in the chapter on graphs is a discussion about the source of possible confusion inherent in boxplots (box and whisker plots), due to the inverse relationship between the sizes of the boxes and the density of the data points that they represent. A sensible way to introduce box plots is via the stacked dot plot, so that you can see that the smaller the box (or half a box if we are talking about a quartile), the more densely packed it is.
I highly recommend this book to anyone and everyone interested in the teaching and learning of statistics. It is useful for teachers of senior years as well, since it describes the kinds of understandings that students may or may not possess as they begin more formal studies in statistics. As an example of summarising and applying years of careful research to make recommendations for teaching and curriculum planning it is an outstanding contribution.
Reviewed by Mary Coupland. Review published in the Australian Mathematics Teacher October 2006. Review re-published by Anthony F. BILL with the approval of the author and publisher June 2007.
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