Statistical Literacy as a Key Competency for Industry 4.0

Đono, Belma; Delalić, Adela; Arnaut-Berilo, Almira; Orlić, Merima

doi:10.1007/978-3-031-05230-9_124

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…Knowledge of statistics is required for students in an extensive range of disciplines [12], where statistical reasoning skills are one of the main objectives of basic statistics coursework. According to Berenson et al [3] retaining essential knowledge in statistics is one of the challenges in academia; moreover, statistical literacy is considered a big challenge in the professional working environment [10]. To facilitate the retention of statistical knowledge, it is essential to develop an adequate lesson plan [18], applying active learning methods (in comparison to traditional lectures) to increase information retention for students, especially for those with average or below‐average grades [15].…”

Section: Introductionmentioning

confidence: 99%

Integrating the entrepreneurial mindset into solar energy statistical analysis and performance modeling

Bosman

Soto

Varela

et al. 2023

Teaching Statistics

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Statistical knowledge is required for students in a range of disciplines. However, there are limited educator resources that exist for applying statistics to solve realworld problems. This investigation provides one approach to teaching statistics using entrepreneurial-minded learning (as a way to connect real-world applications and value creation with problem-solving and curiosity) in the context of solar energy. Both the ready-to-use teaching intervention and assessment of student learning details are provided for an undergraduate course on Introductory Statistics. The teaching intervention includes a series of seven lesson plans (and three extension projects) that educators can use in an introductory statistics course.

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Section: Introductionmentioning

confidence: 99%

Integrating the entrepreneurial mindset into solar energy statistical analysis and performance modeling

Bosman

Soto

Varela

et al. 2023

Teaching Statistics

View full text Add to dashboard Cite

show abstract

Errors concerning Statistics and Probability in Spanish Secondary School Textbooks

Rico

Ruiz-Hidalgo

2022

Applied Sciences

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Textbooks are considered essential, providing a hierarchical organisation of knowledge, forging the intellectual scaffolding of students and teachers alike, and playing a crucial role in compulsory education. In this paper we discuss, by means of a content analysis, the systematic errors detected in the presentation of questions related to statistics and probability in Spanish secondary school textbooks on mathematics. We found some errors appear systematically in the texts, and the most common are: faulty differentiation between quantitative and qualitative variables, between discrete and continuous variables and between randomness and determinism, confused examples for the bar charts, uncritical choice for graphic representations, inaccuracies in specific vocabulary, and ignoring prior probabilities and a poor consideration about representativeness. We classify the observed errors considering that some of these errors arise from the inherent difficulty of the content and others arise from differences between mathematical and statistical thinking as well as from judgments based on heuristic rules. Knowing the existence of these errors and the reasons why they occur are key points to make them disappear from statistical lessons and to help citizens achieving true statistical literacy.

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Statistical Literacy as a Key Competency for Industry 4.0

Cited by 2 publications

References 5 publications

Integrating the entrepreneurial mindset into solar energy statistical analysis and performance modeling

Integrating the entrepreneurial mindset into solar energy statistical analysis and performance modeling

Errors concerning Statistics and Probability in Spanish Secondary School Textbooks

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