United States and South Korean citizens’ interpretation and assessment of COVID-19 quantitative data

Yoon, Hyunkyoung; Byerley, Cameron; Joshua, Surani; Moore, Kevin C.; Park, Min Sook; Musgrave, Stacy; Valaas, Laura; Drimalla, James

doi:10.1016/j.jmathb.2021.100865

Cited by 15 publications

(9 citation statements)

References 35 publications

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“…Several of the 2020 responses mentioned the sometimes problematic way in which numbers, data, and graphs are used in the public sphere (e.g., Ernest, 2020;Kwon et al, 2021;Yoon et al, 2021). Many respondents saw their emphasis on relevant educational goals reinforced, for example, statistical and data literacy, modeling, critical thinking, and public communication.…”

Section: Educational Goalsmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

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Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

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Section: Educational Goalsmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

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“…Media items also documented (Table 5 : example 12) rumors and fake evidence circulating on social networks that resulted in a defiant attitude toward social distancing requirements in some (virtual) communities. In addition, some items discussed the willingness of specific social groups to accept potentially unreliable reports, or “fake news” (Table 5 : example 2) that involved misleading statistics, affecting their compliance with regulations during the pandemic (see also Yoon et al, 2021 ).…”

Section: Findings: Mathematics and Statistics Demands In Pandemic-rel...mentioning

confidence: 99%

Welcome to the era of vague news: a study of the demands of statistical and mathematical products in the COVID-19 pandemic media

Gal

Geiger

2022

Educ Stud Math

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In this article, we report on a typology of the demands of statistical and mathematical products (StaMPs) embedded in media items related to the COVID-19 (coronavirus) pandemic. The typology emerged from a content analysis of a large purposive sample of diverse media items selected from digital news sources based in four countries. The findings encompass nine categories of StaMPs: (1) descriptive quantitative information, (2) models, predictions, causality and risk, (3) representations and displays, (4) data quality and strength of evidence, (5) demographics and comparative thinking, (6) heterogeneity and contextual factors, (7) literacy and language demands, (8) multiple information sources, and (9) critical demands. We illustrate these categories via selected media items, substantiate them through relevant research literature, and point to categories that encompass new or enhanced types of demands. Our findings offer insights into the rich set of capabilities that citizens (including both young people and adults) must possess in order to engage these mass media demands, critically analyze statistical and mathematical information in the media, evaluate the meaning and credibility of news reports, understand public policies, and make evidenced-informed judgments. Our conclusions point to the need to revise current curricular frameworks and conceptual models (e.g., regarding statistical and probability literacy, adult numeracy), to better incorporate notions such as blended knowledge, vagueness, risk, strength of evidence, and criticality. Furthermore, more attention is needed to the literacy and language demands of media items involving statistical and mathematical information. Implications for further research and educational practice are discussed.

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“…The COViD-Taser project focuses on exploring how people interpreted media that contained quantitative data representations (www.covidtaser.com/). The project team routinely makes use of CA and the QR In one study, their usage of CA suggested that citizens in both the United States and South Korea struggled to compare the risk of dying from the flu and from COVID-19, with only about 40% (13 of 32) making a multiplicative comparison of the risks (Yoon et al, 2021). They found that the participants struggled to reason quantitatively about individual risks, which became a barrier for making multiplicative comparisons.…”

Section: Relative Riskmentioning

confidence: 99%

Quantitative Reasoning and Conceptual Analysis as a Framework for Teaching and Learning Probability

Hatfield¹,

Saldanha²,

Primi³

et al. 2022

Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference

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Thompson’s theory of quantitative reasoning and von Glasersfeld’s approach to conceptual analysis are underutilized tools in probability and statistics education. Both are valuable frameworks for researching how individuals conceptualize and reason about/with uncertainty as well as helping to inform instructional design around the same topics. We describe both conceptual analysis and the theory of quantitative reasoning and how they have shaped mathematics education. Further, we provide some instances where they have successfully been used in probability and statistics education. Sharing these useful tools from mathematics education has profound implications for the field given its tight linkages. Thus, presenting this framework has potential to provoke reflection within the field regarding what constitutes foundational probabilistic and statistical ideas and how instruction might support students’ understanding of them.

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United States and South Korean citizens’ interpretation and assessment of COVID-19 quantitative data

Cited by 15 publications

References 35 publications

Future themes of mathematics education research: an international survey before and during the pandemic

Future themes of mathematics education research: an international survey before and during the pandemic

Welcome to the era of vague news: a study of the demands of statistical and mathematical products in the COVID-19 pandemic media

Quantitative Reasoning and Conceptual Analysis as a Framework for Teaching and Learning Probability

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