Students’ development of statistical literacy in the upper primary years

In a three-year longitudinal intervention study developing an understanding of statistical literacy with a cohort of students from Years 4 to 6, teachers delivered lessons from provided materials, including scripts and prompts. Besides completing seven major investigations, workbooks, and several in-class assessments, the students undertook four surveys, from which their overall progress was determined, as well as individual learning progressions. Findings indicated that despite experiencing the same lessons delivered in similar ways, students had very different learning progressions. The implications of these findings are explored.