Evaluating the Statistics Courses in Terms of the Statistical Literacy: Didactic Pathways of Pre-Service Mathematics Teachers

Abstract

This study intends to determine the statistical literacy levels of pre-service mathematics teachers and to evaluate the contribution of the statistics courses in the elementary mathematics education curriculum to statistical literacy. A mixed methods research design was adopted. The study group consisted of 202 pre-service mathematics teachers enrolled in the Statistics and Probability course. In the data collection process, a pre-test and post-test was administered to determine the pre-service teachers' statistical literacy before and after the statistical course, and classroom observations were performed to identify the contribution of the statistics course to statistical literacy. The Rasch model was used for validity-reliability analyses, and one-way ANOVA tests were used to analyze the quantitative data. Content analysis was utilized in the analysis of qualitative data, which revealed that statistical literacy levels of pre-service teachers are generally low, generally influencing the competence of pre-service teachers. The pre-service teachers failed in the sample selection component in the pretest and data interpretation in the post-test, while they were more successful with table and graphs in the pre-test and sample selection in the post-test. The comparative analysis of revealed statistically significant differences in favor of U4 in the pre-test, but in favor of U1 in the post-test. It was concluded that practices included in the statistics lessons could be effective on these differences.

Lexical ambiguities in statistics declared by in training and in-service teachers

“…Likewise, we agree with Shaughnessy (1992), who attributes as one of the possible reasons why the conceptual knowledge of some notions such as randomness, variability, chance and probability has been left in second place, enhancing procedural knowledge, which would be influencing the acquisition of statistical literacy, as has been evidenced in research carried out by Rodríguez-Alveal et al ( 2018) and Guven et al (2021). That is, they are recipe-type or rule-based courses, which are based on performing calculations and memorizing content (Estrella et al, 2015;Rodríguez-Alveal et al, 2021).…”

Letramento Estatístico: Uma Revisão de Literatura com Artigos da Base de Dados ERIC

“…Ao observarmos as produções listadas na Figura 02, os estudos sobre o letramento estatístico realizados por Iddo Gal (2002) foram citados em 8 dos 11 artigos (72,7%), o que demonstra a importância do autor como referência ao tema. Outros modelos de letramento estatístico foram citados, tais como o modelo proposto por Özmen (Guven et al, 2021, Özmen & Baki, 2021, a matriz de competências de letramento estatístico para pesquisadores (Tractenberg, 2017), e adaptações dos níveis de compreensão (Setiawan & Sukoco, 2021, Sharma, 2017.…”

“…Em relação à metodologia houve um equilíbrio, em que identifi camos um artigo com abordagem mista (Guven et al, 2021), cinco com abordagem qualitativa (Jairaman et al, 2016, Kus & Çakiroglu, 2020, Özmen & Baki, 2021, Setiawan & Sukoco, 2021 2021) investigaram conhecimentos de estatística descritiva e visualização de dados, sendo que estes temas foram abordados no questionário aplicado aos alunos participantes da coleta de dados.…”

Statistics Instructors' Perceptions of Statistics Literacy in Different Undergraduate Programs

“…However, as statistical literacy is not considered important in designing the course content, the probability of realizing these expectations is questionable. Furthermore, incorporating statistical literacy in statistics courses (Ben-Zvi & Garfield, 2004;Guven, Baki, Uzun, Ozmen, & Arslan, 2021;Hassad, 2007;Rumsey, 2002;Schield, 2004) and dealing with the challenge of incorporating statistical literacy into the graduate education curriculum are suggested (Reston, 2005). Thus, it is crucial for the instructors to pay special attention to the objective of raising individuals equipped with necessary skills and aspects during the statistics courses (Guven, Baki, Uzun, Ozmen, & Arslan 2021;Özmen, 2015;Pérez-Echeverría, Postigo, & Marín, 2018;Reston, 2005).…”

“…Furthermore, incorporating statistical literacy in statistics courses (Ben-Zvi & Garfield, 2004;Guven, Baki, Uzun, Ozmen, & Arslan, 2021;Hassad, 2007;Rumsey, 2002;Schield, 2004) and dealing with the challenge of incorporating statistical literacy into the graduate education curriculum are suggested (Reston, 2005). Thus, it is crucial for the instructors to pay special attention to the objective of raising individuals equipped with necessary skills and aspects during the statistics courses (Guven, Baki, Uzun, Ozmen, & Arslan 2021;Özmen, 2015;Pérez-Echeverría, Postigo, & Marín, 2018;Reston, 2005). Doehler, Taylor, and Smith (2013) pointed out that instructors mostly stressed the importance of increasing statistical literacy levels of students to better prepare them for using statistics in their disciplines and to truly engage them with statistics.…”