Recommendation 3
Emphasize Statistical Literacy and Develop Statisticsal Thinking
Statistics 6070
Ryan Shannon
Recommendation 3- Statistical Literacy, Reasoning, and Learning: A Commentary
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There is a very clear emphasis on statistical literacy in this article. This article was a real eye opener to how to teach statistics. I would never have been in the realm to think that reasoning out our discovery after an assessment and going further with that data would be the correct way. As reading through the examples in that article I notice that there is a clear distinction between understanding and being able to memorize a formula. I noticed too that not all assessment need to be done in a formal setting, this too can happen as an activity with-in or outside the classroom.
As we try to complete the triangle of objectives, instruction, and assessment, we need to place heavy work on constructing a way to confirm our education has been understood. This article places reasoning, thinking, and literacy as the forefront to any statistician. As we teach would should be preparing students to develop this attributes when looking at data, to ask how, with why, and what. Activities should be tied to the intended assessment, and the assessment tied to the intended outcome.
Seeing the connection to statistical thinking, reasoning, and basic literacy was this article. I was unaware of oh intertwined each was with one another in the understanding of statistics. As I grew as a mathematician I was trained to find a formula, and now were are to interpret what a statistician is given, and conduct research relative to a larger group. I will take away that, “if you can’t describe that student behavior that meets an objective, then it may not represent a true course objective. “(Section 3, paragraph 4.)
This article can easily be brought into the classroom. First there are examples that could be directly taken from and used in classroom. Also, there is a clear understanding as to why each problem is used and ways to further an understanding with free applications. Second the idea of statistical thinking is the entire work of a statistics course. I would use the ideas of group assessment, along too with feedback from each assignment in my classroom. I too would use the idea in section 5, that plug chug and crank is not the way to learn statistics.