Measuring middle school students' interest in statistical literacy

Article

Carmichael, Colin, Callingham, Rosemary, Hay, Ian and Watson, Jane. 2010. "Measuring middle school students' interest in statistical literacy." Mathematics Education Research Journal. 22 (3), pp. 9-39. https://doi.org/10.1007/BF03219776
Article Title

Measuring middle school students' interest in statistical literacy

ERA Journal ID20493
Article CategoryArticle
AuthorsCarmichael, Colin (Author), Callingham, Rosemary (Author), Hay, Ian (Author) and Watson, Jane (Author)
Journal TitleMathematics Education Research Journal
Journal Citation22 (3), pp. 9-39
Number of Pages31
Year2010
PublisherSpringer
Place of PublicationDordrecht, Netherlands
ISSN1033-2170
Digital Object Identifier (DOI)https://doi.org/10.1007/BF03219776
Abstract

The following paper describes the development of an instrument designed to assess middle school students' interest in statistical literacy. The paper commences with a review of the literature as it relates to interest in this context and then proposes a theoretical model upon which the proposed instrument is based. The Rasch Rating Scale model is then applied to student responses to items in the instrument and fit statistics are analysed in order to assess the extent to which these responses conform to the requirements of the measurement model. The paper then presents evidence, including interview data, to support the validity of interpretations that can be made from the proposed instrument. The findings suggest that the proposed instrument provides a theoretically sound measure of middle school students' interest for statistical literacy that will be useful for the evaluation of interventions aimed at developing these students' statistical literacy.

Keywordsstatistical literacy; statistics; intervention
ANZSRC Field of Research 2020490599. Statistics not elsewhere classified
390109. Mathematics and numeracy curriculum and pedagogy
390402. Education assessment and evaluation
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsLearning and Teaching Support Unit
University of Tasmania
Institution of OriginUniversity of Southern Queensland
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