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|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||Statistics to Oct 2018:||Visitors: 260
|Appears in Collections:||Journal Article|
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