STATISTICAL LITERACY: A COMPLEX HIERARCHICAL CONSTRUCT
By Jane Watson, Rosemary Callingham. Statistics Education Research Journal, 2003
357 citations recorded by the source corpus.
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, Inconsistent, 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. First published November 2003 at Statistics Education Research Journal: Archives
Subfields: Artificial Intelligence, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/4df963996ada0d0b49cc890851d0bb7279470d02
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Artificial Intelligence
- Rosemary Callingham
- Jane Watson
- Caroline Ramirez
- Susan N. Perkins
- Marjorie E. Bond
- Fiona Fidler
- Geoff Cumming
- B. Thompson
In Statistics and Probability
- Fiona Fidler
- Rosemary Callingham
- Geoff Cumming
- Jane Watson
- Caroline Ramirez
- Susan N. Perkins
- Marjorie E. Bond
- Ruth Beyth-Marom
Citations in the corpus
- The development of statistical literacy at school (2017, methodology): “The construct described in Table 1 was identified based on responses from over 3,000 students in Years (Grades) 3 to 9 (Watson & Callingham, 2003) using archived data collected between 1993 and 2000.”
- STATISTICAL COGNITION: TOWARDS EVIDENCE-BASED PRACTICE IN STATISTICS AND STATISTICS EDUCATION (2008, background): “A number of models of cognitive development in probability and statistics have been proposed (Biggs & Collis, 1991; Jones, Langrall, Thornton, & Mogill, 1997; Mooney, 2002; Watson & Callingham, 2003).”
- STUDENTS’ PERCEPTIONS OF STATISTICS: AN EXPLORATION OF ATTITUDES, CONCEPTUALIZATIONS, AND CONTENT KNOWLEDGE OF STATISTICS (2012, methodology): “Watson's model of statistical thinking emphasized both the cognitive (understanding) and affective (attitudes) factors needed for students to develop statistical literacy (Watson & Callingham, 2003).”