Adults' Statistical Literacy: Meanings, Components, Responsibilities

By Iddo Gal. 2002

976 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f490d421fc7b8af7eba4c3ca997a8388547c55d6

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In Statistics and Probability

Citations in the corpus

STATISTICAL COGNITION: TOWARDS EVIDENCE-BASED PRACTICE IN STATISTICS AND STATISTICS EDUCATION (2008, background): “(Cockcroft, 1982, paragraph 781) The broader term ‘statistical literacy’ (Ben-Zvi & Garfield, 2004; Gal, 2002; Wallman, 1993) later replaced statistical numeracy, and became an important goal yet to be achieved.”
Explanations and Context in the Emergence of Students' Informal Inferential Reasoning (2011, background): “In this paper, we refer mainly to contextual knowledge in the meaning of the knowledge about the real-world accessed by students during IIR (Gal, 2002).”
The Science of Visual Data Communication: What Works (2021, background): “A key challenge in communicating uncertainty is that lay audiences may not appreciate that estimates are subject to variability and may not be familiar with the statistical abstractions commonly used to express these concepts (Gal, 2002).”
Training teachers to teach statistics: what can we learn from research? (2010, neutral): “…statistical literacy, that is, the ability to understand and critically evaluate statistical results that permeate our daily livescoupled with the ability to appreciate the contribution that statistical thinking can make in public and private, professional and personal decisions (Gal, 2002).”
The Reasoning Behind Informal Statistical Inference (2011, background): “More generally, Gal (2002) argued that statistically literate behavior is predicated on the joint activation of five interrelated knowledge bases, including context (literacy, statistical, mathematical, context, and critical), together with a cluster of supporting dispositions and enabling beliefs.”
Statistical Education in the 21st Century: A Review of Challenges, Teaching Innovations and Strategies for Reform (2012, background): “There is a growing recognition of the importance of statistical literacy across different aspects of our daily lives and in the past few years statistics educators have emphasised the place of statistical literacy in statistics education reforms (see e.g. Gal, 2002; Ben-Zvi and Garfield, 2004).”
The development of statistical literacy at school (2017, background): “7) In the same book, however, Gal’s (2004) description of statistical literacy immediately expanded on the above to refer broadly to two interrelated components, primarily (a) people’s ability to interpret and critically evaluate statistical information, datarelated arguments, or stochastic phenomen”
Fundamental Statistical Ideas in the School Curriculum and in Training Teachers (2011, background): “Gal (2002) claimed that the statistical literacy needs of adults are to be able to (a) interpret and critically evaluate statistical information, data-related arguments, or stochastic phenomena that they may encounter in diverse contexts, and, when relevant, (b) discuss their reactions to statistica”
Incorporating Data Literacy into Information Literacy Programs: Core Competencies and Contents (2013, background): “In similar terms, Gal (2002, 2-4) claimed that statistical literacy comprises two inter-related competencies: “a) people’s ability to interpret and critically evaluate statistical information, data-related arguments, or stochastic phenomena, which they may encounter in diverse contexts, and when…”
Development of probabilistic understanding in fourth grade (2016, background): “Although numerous definitions of statistical literacy abound (e.g., Gal, 2002; Watson, 2006), “probability literacy” (Gal, 2005, p. 40) often does not feature prominently and tends to remain implicit in definitions of statistical literacy.”
STATISTICAL LITERACY: A COMPLEX HIERARCHICAL CONSTRUCT (2003, background): “Taking into account the rich and complex description of statistical literacy in the preceding section, the aim of this study is to explore and document the hierarchical stages associated with the goal as described for example by Gal (2002).”
How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “Gal (2002) argues that statistically literate behaviour is predicated on the joint activation of five interrelated knowledge bases (literacy, statistical, mathematical, context and critical), together with a cluster of supporting dispositions and enabling beliefs.”
Young children's explorations of average through informal inferential reasoning (2014, background): “Context adds a level of ambiguity and depth to problems that requires different skills from school-type problems and enables learners to make connections that link statistical measures and methods with the worldly problems that they were designed to investigate (Gal 2002).”
Teaching Teachers to Teach Statistical Investigations (2011, background): “Conclusion. The ability to communicate and critique statistical processes is necessary for the development of statistical literacy ( Gal, 2002 ).”