The aim of this study was, first, to provide evidence to support the notion of statistical literacy as a hierarchical construct and, second, to identify levels of this hierarchy across the construct. The study used archived data collected from two large-scale research projects that studied aspects of statistical understanding of over 3000 school students in grades 3 to 9, based on 80 questionnaire items. Rasch analysis was used to explore an hypothesised underlying construct associated with statistical literacy. The analysis supported the hypothesis of a unidimensional construct and suggested six levels of understanding: Idiosyncratic, Informal, Inconsistent, Consistent non-critical, Critical, and Critical mathematical: These levels could be used by teachers and curriculum developers to incorporate appropriate aspects of statistical literacy into the existing curriculum.
First published November 2003 at Statistics Education Research Journal: Archives
History
Publication title
Statistics Education Research Journal
Volume
2
Issue
2
Pagination
3-46
ISSN
1570-1824
Department/School
Education
Publisher
International Association for Statistical Education and the International Statistical Institute
Publication status
Published online
Place of publication
http://www.stat.auckland.ac.nz/serj/
Socio-economic Objectives
169999 Other education and training not elsewhere classified