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dc.contributor.authorSharma, Sashi
dc.contributor.authorDoyle, Phil
dc.contributor.authorShandil, Viney
dc.contributor.authorTalakia’atu, Semisi
dc.date.accessioned2013-06-20T02:37:34Z
dc.date.available2013-06-20T02:37:34Z
dc.date.issued2012
dc.identifier.citationSharma, S., Doyle, P., Shandil, V. & Talakia’atu, S. (2012). A four-stage framework for assessing statistical literacy. Curriculum Matters, 8, 148-170.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/7729
dc.description.abstractDespite statistical literacy being relatively new in statistics education research, it needs special attention as attempts are being made to enhance the teaching, learning and assessing of this strand. It is important that teachers are aware of the challenges of teaching and assessing of literacy. The growing importance of statistics in today’s information world and conceptions of statistical literacy are outlined and models for developing statistical literacy from research literature are considered. A four-stage framework for assessing statistical literacy from our design research is proposed. Responses to tasks used in our research are provided to explain the levels of thinking and the article concludes with some implications for practice and research.en_NZ
dc.language.isoenen_NZ
dc.publisherNZCER Pressen_NZ
dc.relation.urihttp://www.nzcer.org.nz/nzcerpress/curriculum-matters/articles/four-stage-framework-assessing-statistical-literacyen_NZ
dc.titleA four-stage framework for assessing statistical literacyen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfCurriculum Mattersen_NZ
pubs.begin-page148en_NZ
pubs.elements-id38270
pubs.end-page170en_NZ
pubs.volume8en_NZ


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