Statistical Literacy as a Goal for Introductory Statistics Courses

By D. Rumsey. 2002

344 citations recorded by the source corpus.

In this paper, I will define statistical literacy (what it is and what it is not) and discuss how we can promote it in our introductory statistics courses, both in terms of teaching philosophy and curricular issues. I will discuss the important elements that comprise statistical literacy, and provide examples of how I promote each element in my courses. I will stress the importance of and ways to move beyond the “what” of statistics to the “how” and “why” of statistics in order to accomplish the goals of promoting good citizenship and preparing skilled research scientists.

Subfields: History and Philosophy of Science, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ac34925aa7ed4175a2ce405f2f23aa4870fa044c

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In History and Philosophy of Science

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Citations in the corpus

USING REAL-LIFE DATA WHEN TEACHING STATISTICS: STUDENT PERCEPTIONS OF THIS STRATEGY IN AN INTRODUCTORY STATISTICS COURSE (2013, background): “In general, many other statistics educators argue for the use of real data in teaching statistics (see also, Bradstreet, 1996; Diamond & Sztendur, 2002; Holmes, 2002; Neumann, Neumann, & Hood, 2010; Rumsey, 2002; Singer & Willett, 1990).”
Statistical Literacy, Reasoning, and Thinking: Goals, Definitions, and Challenges (2004, background): “For more discussion of these definitions and distinction, see papers by Chance (2002), delMas (2002), Garfield (2002), Rumsey (2002) , and Chapters 2 through 4 in this book.”
How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “…involves understanding and using the basic language and tools of statistics: knowing what basic statistical terms mean, understanding the use of simple statistical symbols, and recognizing and being able to interpret different representations of data (Garfield, 1999; Snell, 1999; Rumsey, 2002).”
Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences (2010, methodology): “Throughout this study, the concept-based (reform-oriented or constructivist) approach (Erickson, 2001; Rumsey, 2002) to teaching introductory statistics is 28 Also referred to as the constructivist or concept-based approach.”
Statistical Education in the 21st Century: A Review of Challenges, Teaching Innovations and Strategies for Reform (2012, background): “These authors and many other educational researchers (see e.g. Rumsey, 2002; Gal, 2003; Schield, 2004) argue that the topic of statistical literacy should be a staple item on the syllabus of an introductory statistics course.”