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Statistical Literacy Developing statistical literacy with Year 9 students.

Statistical Literacy Developing statistical literacy with Year 9 students. Viney Shandil, Semisi Talakia’atu (Marcellin College) Phil Doyle (Team Solutions - University of Auckland) and Dr Sashi Sharma (University of Waikato). Mo st people will be consumers of statistics rather than

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Statistical Literacy Developing statistical literacy with Year 9 students.

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  1. Statistical LiteracyDeveloping statistical literacy with Year 9 students. Viney Shandil, Semisi Talakia’atu (Marcellin College) Phil Doyle (Team Solutions - University of Auckland) and Dr Sashi Sharma (University of Waikato)

  2. Most people will be consumers of statistics rather than producers (Iddo Gal, 2002)

  3. Statistical literacy is the ability to read and interpret data: the ability to use statistics as evidence in arguments. Statistical literacy is a competency: the ability to think critically about statistics. Milo Schield (2004) Statistical literacy: Thinking critically about statistics

  4. Statistical literacy According to Gal (2002) there are five interrelated knowledge bases that must be used to exhibit statistical literacy • mathematical knowledge • statistical knowledge • knowledge of the context • literacy skills • critical questions as well as dispositional elements that include • beliefs and attitudes • a critical stance Gal, I. (2002). Adults’ statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70(1) 1-51

  5. Statistical literacy has been positioned as an important skill for citizens and a desired outcome of statistics education. However, while the knowledge bases and beliefs and attitudes that underlie statistically literate behavior have been outlined in some detail, it is less clear how to develop them Iddo Gal

  6. Key findings from TLRI Statistical literacy is more than the ability to make calculations and read tables and graphs. Students are actually quite good at this. Students need to be exposed to good statistics All students can begin to think critically in statistics Literacy knowledge is critical to statistical literacy Contextual knowledge is a barrier for many students. Developing a critical statistical literacy can be a challenge to classroom norms, community and school practices There is a need for quality assessment and clear progressions

  7. Assessing statistical literacy Critical Statistical Literacy Framework Adapted from Watson & Callingham (2003) Stage 0 – 1 Idiosyncratic and informal – Questions and or statements are not based on the data Stage 2 Consistent Non-critical - Accurate use of statistical skills, appropriate but non-critical engagement with the problem and/or context of the problem Stage 3 Early critical – Can attend to more than one aspect of the problem and/or context of the problem to show relational thinking Stage 4 Advanced Critical – There is questioning, critical engagement with context; deals with subtle language, proportional reasoning.

  8. A need for good statistics http://www.stats.govt.nz/ http://www.babynamewizard.com/ http://www.gapminder.org/ Figure it Out Statistics in the Media Level 4+

  9. Any questions!

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