Fostering Students’ Statistical Literacy Through Significant Learning Experience

Krishnan, Saras

doi:10.17583/redimat.2015.1332

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…The results of the previous studies provide hints that students' statistical literacy skills may be improved in around specific processes (e.g. Clair and Chihara, 2012;Krishnan, 2015). In this sense, various real world problems are suggested to figure out the statistical value of the data, so that such kind of data may support statistical interpretation skills (Woltman, 2017).…”

Section: Introductionmentioning

confidence: 98%

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

Çakıroğlu¹,

Güler²

2021

E-Learning and Digital Media

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This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

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Section: Introductionmentioning

confidence: 98%

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

Çakıroğlu¹,

Güler²

2021

E-Learning and Digital Media

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“…Researchers in statistics education have not been content with only formulating goals for statistical literacy. They have also begun to find ways to measure or increase the statistical literacy of students (Budgett & Rose, 2017;Callingham & Watson, 2017;Jones & Goldring, 2017;Krishnan, 2015;Sabbag et al, 2018). The research undertaken resonates with recent calls to increase attention on providing constructive ways to develop all types of statistical knowledge by identifying learning trajectories and design principles for didactic materials (Arnold et al, 2018;Ben-Zvi et al, 2018).…”

Section: Statistical Literacy In Middle Schoolsmentioning

confidence: 90%

Design Principles for Developing Statistical Literacy in Middle Schools

Büscher

2022

SERJ

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Statistical literacy is a skill that will be required by all students, but only limited insights exist into how it can be developed in middle schools. Research is required that identifies design principles and provides didactic materials for developing statistical literacy in actual middle school classrooms, meaning classrooms in which statistics is only seen as a small part of mathematics. This study conceptualizes statistical literacy as not only the ability to read given statistical information, but also as the ability to imagine the often unreported data and underlying assumptions of this information. This allows the Design Research study to identify design principles for developing statistical literacy in which students actively engage with conflicting statistical information about the same data. The working mechanisms of the design principles are illustrated through didactic materials, and student responses show how the design principles can be used to develop statistical literacy in middle schools.

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The development of high school students’ statistical literacy across grade level

2023

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The capacity to interrogate data with critical thinking is a strong predictor of statistical literacy (SL). This data interrogation, from the data consumers’ perspective, incorporates four complex response skills: interpreting, communicating, evaluating, and decision-making, and those skills are strongly supported by students’ appreciation of three interrelated knowledge components (text and context, representation, and statistical-mathematical knowledge). Due to the need to be critical data-information readers, students’ SL should develop during their formal schooling. The aim of this paper was to investigate differences in SL between Indonesian year 9 and year 12 students and between female and male students. The same test was administered to 48 year 9 students (50% females) and 48 year 12 students (50% females) from 16 different schools in Indonesia. Findings revealed that the highest percentage of year 9 and 12 students demonstrated evidence of consistent but non-critical thinking (level 4), suggesting that they exhibited their statistical knowledge but not in critical ways. There were 42% of year 9 students showing limited statistical thinking (levels 1 to 3) compared to 17% of year 12 students. Furthermore, while there were no significant gender differences in students’ SL and its all skills, the study shows significant grade level differences in overall SL as well as in its skills except interpreting. Implications of this study include the development of a framework that provides a coherent assessment of students’ SL from a data consumers’ perspective, along with suggestions for classroom teaching.

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Fostering Students’ Statistical Literacy Through Significant Learning Experience

Cited by 3 publications

References 13 publications

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

Design Principles for Developing Statistical Literacy in Middle Schools

The development of high school students’ statistical literacy across grade level

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