Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/36
Title: | Statistical Literacy: A Complex Hierarchical Construct | Contributor(s): | Watson, J (author); Callingham, RA (author) | Publication Date: | 2003 | Handle Link: | https://hdl.handle.net/1959.11/36 | Abstract: | 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, Inconsustent, 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. | Publication Type: | Journal Article | Source of Publication: | Statistics Education Research Journal, 2(2), p. 3-46 | Publisher: | International Association for Statistical Education | Place of Publication: | Australia | ISSN: | 1570-1824 | Fields of Research (FoR) 2008: | 130399 Specialist Studies in Education not elsewhere classified | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal | Publisher/associated links: | http://www.stat.auckland.ac.nz/~iase/serj/SERJ2(2)_Watson_Callingham.pdf |
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Appears in Collections: | Journal Article |
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