When Statistical Literacy Really Matters: Understanding Published Information About the Hiv/Aids Epidemic in South Africa

Hobden, Sally

doi:10.52041/serj.v13i2.281

Cited by 5 publications

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Empirical Research in Statistics Education

Eichler

Zapata‐Cardona

2016

ICME-13 Topical Surveys

View full text Add to dashboard Cite

In this ICME-13 Topical Survey, we provide a review of recent research into statistics education. We focus our review on empirical research that has been published in established educational journals or the proceedings of important conferences that include at least a section referring to statistics education. We have identified and will address six important research topics, namely, teacher knowledge, teachers' statistics-related affect, teacher preparation, student knowledge, students' statistics-related affect, and student learning of statistics with technology. For each research topic we build upon existing reviews and add more recent research. In each section we start with a review of recent research and end with a brief conclusion for each research topic.

show abstract

Empirical Research in Statistics Education

Eichler

Zapata‐Cardona

2016

ICME-13 Topical Surveys

View full text Add to dashboard Cite

show abstract

Statistics Education Research

Petocz

Reid

Gal

2017

International Handbook of Research in Statistics Education

View full text Add to dashboard Cite

Analysing the citizenship agenda in Mathematical Literacy school exit assessments

Graven

Venkat

Bowie

2022

ZDM Mathematics Education

View full text Add to dashboard Cite

Assessments, in particular high stakes assessments, impact the nature of teaching and learning. Given this, the goal of citizenship if seen as important needs to feature within high stakes school exit assessments rather than only as part of curriculum and assessment policy rhetoric. South Africa’s Mathematical Literacy (ML) curriculum foregrounds critical democratic citizenship. We analyse the ML Grade 12 exit assessments from their start in 2008 to 2020 to understand the emphasis placed on critical citizenship and how this emphasis has shifted over time. The literature base links critical citizenship orientations with reasoning and reflecting questions, so we focused on examination questions in this category. Our findings show shifts away from critical citizenship related agendas towards foregrounding a life preparation orientation for the self-managing person. Linked with this shift, we note a move away from general societal contexts towards more personal/individual contexts and moves from almost entirely national contexts to inclusion of global contexts. We noted movement from more open-phrased questions towards closed ‘check figure calculated is valid’-type questions. Assessment memoranda suggest assessors view these questions as reasoning items, eroding the critical citizenship agenda. While increasing numbers of students are taking ML rather than Mathematics, average performance stands at around 40%. This points to limited and diminishing access to mathematical reasoning and reflecting for critical democratic citizenship. The paper highlights ways in which analysis of examinations over time can provide a window into the presence or absence of the citizenship agenda in mathematics education.

show abstract

When Statistical Literacy Really Matters: Understanding Published Information About the Hiv/Aids Epidemic in South Africa

Cited by 5 publications

References 13 publications

Empirical Research in Statistics Education

Empirical Research in Statistics Education

Statistics Education Research

Analysing the citizenship agenda in Mathematical Literacy school exit assessments

Contact Info

Product

Resources

About