## Planning a Statistical Literacy Program at the College Level: Musings and a Bibliography. ASA (2004)

Venue: | 2004 Proceedings of the Section on Statistical Education |

Citations: | 2 - 0 self |

### BibTeX

@INPROCEEDINGS{Hayden04planninga,

author = {Robert W. Hayden},

title = {Planning a Statistical Literacy Program at the College Level: Musings and a Bibliography. ASA},

booktitle = {2004 Proceedings of the Section on Statistical Education},

year = {2004}

}

### OpenURL

### Abstract

Much has been written in recent years on statistical literacy, but what do we mean by “statistical literacy”? I will take a pragmatic approach and provide resources to help you to define this term for yourself and implement your idea of statistical literacy in the classroom. This paper includes a bibliography of relevant resources. The text provides notes on the bibliography and ruminates on the issues involved. Even if my conclusions differ from yours, the bibliography and discussion may still prove useful in defining, defending and implementing a statistical literacy program. Planning a statistical literacy program I will discuss the improvement of statistical literacy in the context of school, particularly in colleges or universities, the context I know best. However, much that I say will be relevant to a potential high school course, or to efforts to enhance statistical literacy by integrating it into the K-12 curriculum. There are three main steps to improving statistical literacy. 1. Define “statistical literacy”. 2. Gather the resources you need to achieve it. 3. Implement a specific plan. Defining statistical literacy We can provisionally define “statistical literacy ” as the skills a person needs in order to deal with issues of probability and statistics that arise in everyday life. That is still pretty general (e.g., “Which issues are ‘statistical ’?”). Recent years have seen many recommendations to improve quantitative and statistical literacy — usually as part of an effort to reform the teaching of mathematics and statistics

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Citation Context ...rving out, I should mention two papers that offer guidance in evaluating texts. Cobb [9] gives excellent philosophical guidance even though most of the books he considers are now out of print. Hayden =-=[15]-=- concentrates more on the rapid elimination of unreformed or pseudoreformed books. Even if you find a suitable textbook, you may still need to supplement it in one of the following areas. Resources fo... |

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Citation Context ...orm, of which the most famous is Statistics: A Guide to the Unknown [47] (new version due in Jan. 2005). A Mathematician Reads the Newspaper [33]is another source. The collections by Mosteller et al. =-=[30, 31, 32]-=- and Burrill [5] provide much raw data that is from real life, if not always from current news. Zeisel provides summary tables and graphs typical of the kinds encountered in daily life. Another source... |

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Citation Context ...Rossman, Richard L. Scheaffer, Andrew F. Siegel, Jessica Utts and Paul Velleman. Since I may have left someone deserving out, I should mention two papers that offer guidance in evaluating texts. Cobb =-=[9]-=- gives excellent philosophical guidance even though most of the books he considers are now out of print. Hayden [15] concentrates more on the rapid elimination of unreformed or pseudoreformed books. E... |

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Citation Context ...Just as data analysis is best learned by working with real data, Statistical literacy is best learned by studying real studies. Tanur et al. [47] gives detailed analyses of many real studies. Crossen =-=[11]-=- has the unusual feature of following a number of issues over a stretch of time and a number of studies. However, her book has a “debunking” quality that needs to be balanced with examination of some ... |

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1 |
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Citation Context ...cialized as business or sports almanacs, or The Almanac of the American People [3]. Sometimes we want the probability of things such as the probability of being struck by lightning. What the Odds Are =-=[21]-=- gives many along with vague references (e.g., ”Bureau of Labor Statistics”). Reading the Numbers [4] provides information on all kinds of everyday measurements, such as hat sizes, pH and paper weight... |

1 |
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Citation Context ...sen and Gergen [17]. These books might be used for the methods course at one institution and for a literacy course at another. By now we are not far from David Moore’s Concepts and Controversies text =-=[29]-=- — which is usually used for a literacy course! Even more separate are the Chance course and the course being developed at Augsburg College by Milo Schield [39]. Jabon and Narasimhan [18] describe an ... |

1 |
Statistical literacy: Critical thinking about arguments involving statistics as evidence (Project overview). PDF version at SLProjectBrochure1k.pdf
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Citation Context ...Moore’s Concepts and Controversies text [29] — which is usually used for a literacy course! Even more separate are the Chance course and the course being developed at Augsburg College by Milo Schield =-=[39]-=-. Jabon and Narasimhan [18] describe an interdisciplinary course taught by faculty from many departments. Perhaps the most radical departure from past courses is no course at all! The Quantitative Rea... |

1 |
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Citation Context ... magazine covers similar quantitative current events with a time lag. There are also compilations of past important issues in book form, of which the most famous is Statistics: A Guide to the Unknown =-=[47]-=- (new version due in Jan. 2005). A Mathematician Reads the Newspaper [33]is another source. The collections by Mosteller et al. [30, 31, 32] and Burrill [5] provide much raw data that is from real lif... |

1 |
Graphic Communication
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Citation Context ...Rossman and Short [35] give excellent guidance to teaching conditional reasoning in the context of tables. Resources for graphics There is a much larger literature on graphs [19, 20, 40, 51]. Twyford =-=[48]-=- provides an interesting resource if you are trying to reach artists. Its title might better have been Visual Communication. It covers art, mechanical drawing, maps, symbols and many other forms. Stud... |

1 |
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Citation Context |

1 |
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(Show Context)
Citation Context ...t was used by the DePaul statistical literacy program[18].) For the kinds of tables Minitab calls row-, columnand total-percents, The Minitab Handbook [36] or Siegel [42, 43] cover the basics. Zeisel =-=[53]-=- gives many examples of interpreting real tables. Often we want to compare percentages or rates. Most introductory methods textbooks give little guidance to doing this with either tables or graphs. Sc... |