The Challenge of Developing Statistical Literacy, Reasoning and Thinking

Ben‐Zvi, Dani; Garfield, Joan

doi:10.1007/1-4020-2278-6

Cited by 223 publications

(33 citation statements)

References 112 publications

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“…Moreover, the practices in statistics courses are important in the emergence of statistical literacy (Hybšová & Leppink, 2015;Ozmen & Baki, 2017). Therefore, it would be critical to design teaching experiences through conceptual understanding rather than procedural understanding highlighting rules and procedures (Ben-Zvi & Garfield, 2004), and to integrate context in our statistics teaching, not only using it as a means but also integrating it as an important goal.…”

Section: Discussionmentioning

confidence: 99%

“…The Statistical Literacy Statistical literacy has recently been recognized as an important learning outcome of in statistics courses (delMas, 2002;Garfield & Ben-Zvi, 2008;Garfield, delMars, & Zieffler, 2010). However, no consensus has been reached about the definition of this term (Ben-Zvi & Garfield, 2004;English, 2013;Schield, 2017;Whetstone, 2014) because the statistical literacy concept is still evolving (Sabag, Garfield, & Zieffler, 2018). Indeed, statistical literacy is defined in many ways.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Evaluating the Statistics Courses in Terms of the Statistical Literacy: Didactic Pathways of Pre-Service Mathematics Teachers

Güven¹,

Baki²,

Uzun³

et al. 2021

INT ELECT J MATH ED

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This study intends to determine the statistical literacy levels of pre-service mathematics teachers and to evaluate the contribution of the statistics courses in the elementary mathematics education curriculum to statistical literacy. A mixed methods research design was adopted. The study group consisted of 202 pre-service mathematics teachers enrolled in the Statistics and Probability course. In the data collection process, a pre-test and post-test was administered to determine the pre-service teachers' statistical literacy before and after the statistical course, and classroom observations were performed to identify the contribution of the statistics course to statistical literacy. The Rasch model was used for validity-reliability analyses, and one-way ANOVA tests were used to analyze the quantitative data. Content analysis was utilized in the analysis of qualitative data, which revealed that statistical literacy levels of pre-service teachers are generally low, generally influencing the competence of pre-service teachers. The pre-service teachers failed in the sample selection component in the pretest and data interpretation in the post-test, while they were more successful with table and graphs in the pre-test and sample selection in the post-test. The comparative analysis of revealed statistically significant differences in favor of U4 in the pre-test, but in favor of U1 in the post-test. It was concluded that practices included in the statistics lessons could be effective on these differences.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Evaluating the Statistics Courses in Terms of the Statistical Literacy: Didactic Pathways of Pre-Service Mathematics Teachers

Güven¹,

Baki²,

Uzun³

et al. 2021

INT ELECT J MATH ED

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show abstract

“…Estas competencias son importantes cuando se desean formular objetivos de aprendizaje, ya que estos términos dirigen la asignatura a través del diseño de actividades instruccionales, y la evaluación con instrumentos pertinentes. Sin embargo, estos conceptos se suelen superponer entre sí, lo que dificulta su correcto uso (Ben-Zvi & Garfield, 2004).…”

Section: Niveles Cognitivos En El Aprendizaje De La Estadísticaunclassified

La educación estadística en el nivel universitario: retos y oportunidades

Vargas

2019

Docencia univ.

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La educación estadística es un fenómeno que en los últimos años ha generado mayor interés, evidenciado en el incremento del número de investigaciones en todos los niveles educativos. El desarrollo tecnológico ha traído consigo cambios importantes en las sociedades, y ha propiciado una inmensa cantidad de información que crece diariamente, por lo que se necesita a otro tipo de ciudadano y profesional, que sea capaz de entender e interpretar la información que lo rodea. Sin embargo, los estudiantes universitarios muestran actitudes desfavorables hacia la estadística, lo que se ve reflejado en resultados insatisfactorios en término de aprendizaje y aplicación. Se trata de una investigación bibliográfica-documental que revisa los factores implicados en los procesos de enseñanza y aprendizaje de la estadística en el nivel universitario. La exposición se organiza en cuatro partes, en la primera, se presenta la problemática de la educación estadística en las aulas universitarias; en la segunda, se explican los niveles cognitivos involucrados; en la tercera, se exponen siete modelos de enseñanza y en la última se discuten las implicancias del futuro de la educación estadística en el nivel universitario

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“…These skills aim to organize data, compile and display tables, and work with different data representations. Statistical literacy also includes an understanding of concepts, vocabulary, symbols, and includes an understanding of probability as a measure of uncertainty (Ben-Zvi & Garfield, 2004;Callingham & Watson, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…This problem is inversely proportional to the importance of statistical literacy. The reading and interpreting statistical reports requires statistical literacy abilities which include sufficient knowledge and understanding of calculations, statistics, understanding of literacy in general, utilize quantitative data for data presentation and make summary reports on personal or professional assignments (Chick & Pierce, 2013;Gal, 2002;Ben-Zvi & Garfield, 2004;Watson, 2006). The study on statistical learning stated that statistical learning through problem-solving can improve student skills, especially when they interact directly with data (Garfield, 1995;Garfield & Ben-Zvi, 2007;Marriott et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Relationship Between Statistical Literacy and Mathematical Representation of Students Through Collaborative Problem Solving Model

Takaria

Wahyudin

Sabandar

et al. 2020

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The purpose of this study was to find out the relationship between statistical literacy and mathematical representation of students as pre-service elementary school teachers through the Collaborative Problem Solving (CPS) model. The relationship between statistical literacy and mathematical representation was analyzed by using a product-moment correlation with a sample of 35 students of Elementary School Teacher Education Study Program at one of the state universities in Ambon City. The results showed that there was a positive and strong relationship between statistical literacy and mathematical representation with a correlation value of 0.66. This relationship means that if students have good mathematical representation abilities, statistical literacy abilities are also getting better. Exploration of statistical literacy and mathematical representation abilities can be facilitated by using The CPS learning model. The CPS learning model can facilitate student learning as a structure in mathematical thinking so that statistical literacy and mathematical representation abilities of students can be explored through the transformation of ideas among students. The CPS learning model aspects were implemented in high and very high categories while the indicators were at rating-2 and rating-3.

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The Challenge of Developing Statistical Literacy, Reasoning and Thinking

Cited by 223 publications

References 112 publications

Evaluating the Statistics Courses in Terms of the Statistical Literacy: Didactic Pathways of Pre-Service Mathematics Teachers

Evaluating the Statistics Courses in Terms of the Statistical Literacy: Didactic Pathways of Pre-Service Mathematics Teachers

La educación estadística en el nivel universitario: retos y oportunidades

Relationship Between Statistical Literacy and Mathematical Representation of Students Through Collaborative Problem Solving Model

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