Marianne van Dijke-Droogers|Paul Drijvers|Arthur Bakker
Effects of a Learning Trajectory for statistical inference on 9th-grade students’ statistical literacy
Utrecht University|Utrecht University|University of Amsterdam
abstract datadriven society essential students become statistically literate core domain within statistical literacy statistical inference ability draw inferences sample data acquiring applying inferences difficult students therefore usually included pre10thgrade curriculum however recent studies suggest developing good understanding key statistical concepts early age facilitates understanding statistical inference later study evaluates effects learning trajectory statistical inference dutch 9thgrade students statistical literacy theories informal statistical inference repeated sampling guided learning trajectorys design evaluation used prepost research design intervention group n 267 results indicated students made significant progress statistical literacy ability make inferences particular also domains statistical literacy interpret learning gains group compared students results national baseline achievements comparison group n 217 followed regular 9thgrade curriculum international studies using similar test items comparisons confirmed significant positive effect domains statistical literacy findings suggest current statistics curricula grades 79 usually strong descriptive focus enriched inferential focus