Deficits in the Statistical and Probabilistic Literacy of Citizens: Effects in a World in Crisis
Abstract
:1. Introduction
2. Theoretical Framework
2.1. Professional Development of Mathematics Teachers
2.2. Statistical and Probabilistic Literacy
3. Methodology
4. Results
5. Discussion and Conclusions: Statistical and Probabilistic Models to be Used in In-Service Teacher Training
Data availability
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Data Science |
---|
What is the nature of the data you use to promote statistical and probabilistic literacy? What is the source of the data you use? How difficult is it to integrate the context of the data you use in the classroom? What use do you give to the data in the classroom? What kind of representations do you use to visualize and analyze the data with students? Do you promote changes between different types of data representations? |
Didactic Resources |
What didactic resources do you use to promote statistical and probabilistic literacy? Are you aware of sufficient didactic resources to promote statistical and probabilistic literacy? In particular, what technological resources do you use for data visualization and analysis? Are you aware of sufficient technological resources for data visualization and analysis? How do you assess the competencies acquired by students in relation to the use of these resources? What difficulties do you experience in this regard when promoting statistical and probabilistic literacy? Do you consider that your training in this regard is enough and adequate? What should be reinforced? |
Methodological Approaches |
What methodological approaches do you use to promote statistical and probabilistic literacy? Are you aware of sufficient methodological approaches for promoting statistical and probabilistic literacy? To what extent do you pose challenges and questions to students to explain, argue, and justify their actions; relate the learning of statistics and probability to other areas of mathematics and to other areas of knowledge; encourage interaction between students? To what extent do you promote each of the processes of the statistical research cycle? Do you use project-based learning (PBL) when teaching statistics and probability? What difficulties do you experience regarding the methodological approaches and, in particular, PBL? Do you consider that your training in this regard is adequate? What should be reinforced? |
To What Extent Do You… | Mean |
---|---|
pose challenges to students? pose questions to students to explain, argue, and justify their actions? relate the learning of statistics and probability to other areas of mathematics? relate the learning of statistics and probability to other areas of knowledge? encourage interaction between students? | 3.4 4.2 3.3 3.8 3.9 |
promote the search for problems? promote the formulation of hypotheses? promote the collection of data? promote the organization of data? promote the analysis of data? promote the interpretation of data? | 3.0 2.9 2.9 4.1 3.7 4.0 |
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Muñiz-Rodríguez, L.; Rodríguez-Muñiz, L.J.; Alsina, Á. Deficits in the Statistical and Probabilistic Literacy of Citizens: Effects in a World in Crisis. Mathematics 2020, 8, 1872. https://doi.org/10.3390/math8111872
Muñiz-Rodríguez L, Rodríguez-Muñiz LJ, Alsina Á. Deficits in the Statistical and Probabilistic Literacy of Citizens: Effects in a World in Crisis. Mathematics. 2020; 8(11):1872. https://doi.org/10.3390/math8111872
Chicago/Turabian StyleMuñiz-Rodríguez, Laura, Luis J. Rodríguez-Muñiz, and Ángel Alsina. 2020. "Deficits in the Statistical and Probabilistic Literacy of Citizens: Effects in a World in Crisis" Mathematics 8, no. 11: 1872. https://doi.org/10.3390/math8111872
APA StyleMuñiz-Rodríguez, L., Rodríguez-Muñiz, L. J., & Alsina, Á. (2020). Deficits in the Statistical and Probabilistic Literacy of Citizens: Effects in a World in Crisis. Mathematics, 8(11), 1872. https://doi.org/10.3390/math8111872