Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/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 and the International Statistical Institute
Place of Publication: Armidale, NSW
ISSN: 1570-1824
Field of Research (FOR): 130399 Specialist Studies in Education not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.stat.auckland.ac.nz/~iase/serj/SERJ2(2)_Watson_Callingham.pdf
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