University of Tasmania
Browse

Statistical Literacy: A Complex Hierarchical Construct

journal contribution
posted on 2023-05-16, 14:24 authored by Jane WatsonJane Watson, Rosemary CallinghamRosemary Callingham
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

UN Sustainable Development Goals

4 Quality Education

Usage metrics

    University Of Tasmania

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC