Becoming a Teacher of Statistics

Portfolio

by

Susan Sexton

 


 

Probability and Statistics for Secondary Teachers

STAT 6070

University of Georgia

Fall 2007

Instructor: Christine Franklin

 


 

Recommendation 3: Emphasize statistical literacy and develop statistical thinking.

 

 

Utts, J. (2003). What educated citizens should know about statistics and probability. The American Statistician, 57(2), 74–79.

 

Abstract:

Much has changed since the widespread introduction of statistics courses into the university curriculum, but the way introductory statistics courses are taught has not kept up with the changes. This article discusses the changes, and the way the introductory syllabus should change to reflect them. In particular, seven ideas are discussed that every student who takes elementary statistics should learn and understand in order to be an educated citizen. Misunderstanding these topics leads to cynicism among the public at best, and misuse of study results by policy-makers, physicians, and others at worst.

 

 

            Utts addresses the need for students to leave statistics courses with knowledge and understanding of the key statistical ideas. Most early introductory statistics courses emphasized computation without providing students opportunities to Òintegrate information from study design to final conclusions in a meaningful wayÓ (p. 74). Utts argues that even though many students who study statistics will not actually perform computations when they enter their field of work they will, no doubt, encounter statistical presentations in their everyday lives. These encounters include Òstudies conducted and analyzed by others, published in journals, and reported by the mediaÓ (p. 74).

            Utts provides seven key statistical topics that statistics students should encounter and have been found Òto be commonly misunderstood by citizens, including the journalists who present the statistical studies to the publicÓ (p. 74). UttsÕ discussion of these seven topics aligns with the Guidelines for Assessment and Instruction in Statistics Education (GAISE) recommendation that charges statistics teachers to Òemphasize statistical literacy and develop statistical thinkingÓ (GAISE, 2005, p. 7). In the GAISE report, statistical literacy is defined as Òunderstanding the basic language of statistics (e.g., knowing what statistical terms and symbols mean and being able to read statistical graphs), and understanding some fundamental ideas of statisticsÓ (GAISE, 2005, p. 7).

            The seven topics identified by Utts are: (1) understanding when a cause and effect relationship exists, (2) the difference between statistical significance and practical significance, (3) the difference between not finding an effect and the power of the study, (4) bias that can occur in surveys, (5) understanding that coincidences are not so coincidental, (6) understanding that conditional probability and its inverse are not equivalent, and (7) knowing that normal is not equivalent to average. Within each topic, Utts provides at least one example to illustrate the misconception or misuse of the topic by the media, researchers or an individual of the general public.

            Utts acknowledges that there are many statistical topics covered in a statistics course. However it is the seven that she has identified that she has found Òto be so prevalent that it is likely that millions of people are being mislead by themÓ (p. 78). Having the ability to interpret and critically analyze statistical reports is crucial for the development of statistical literacy. Furthermore, while Utts points to the necessity of the average educated citizen to understand these topics, she has found that those who use statistics in their own research (i.e. Ph.D. candidates) have also demonstrated a lack of critical understanding of these statistical ideas within their personal field of work.

            Utts provides ways for statistics teachers to incorporate these seven topics into their teaching of other statistical ideas and concepts. For example, she identifies the topics that discuss statistical significance and effect and power (topics (2) and (3)) as naturally corresponding with the topic of Type 1 and Type 2 errors. Connecting statistical ideas is powerful for the statistics student and can provide avenues to develop or enhance their statistical thinking. The GAISE report defines statistical thinking as Òthe type of thinking that statisticians use when approaching or solving statistical problemsÓ (GAISE, 2005, p. 7). A student who possesses statistical thinking and statistical literacy will be less likely to be misled by the information presented in their everyday life. Thus Utts deems it necessary to discuss the statistical concepts and topics as they might be encountered in the media. She explains, ÒOne lecture explaining the difference between an observational study and a randomized experiment, and the role of confounding variables in the interpretation of observational studies would do more to prepare students for reading the news than a dozen lectures on statistical inference proceduresÓ (p. 78).

           

 

References

 

GAISE College Report. (2005). Guidelines for Assessment and Instruction in Statistical Education College Report. Alexandria, VA: American Statistical Association, http://www.amstat.org/education/gaise.

 

 

 

 

 

 

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