Jennifer J. Kaplan|Neal Rogness
Increasing Statistical Literacy by Exploiting Lexical Ambiguity of Technical Terms
Grand Valley State University
instructional inattention language poses barrier students entrylevel science courses part students may perceive subject difficult solely based lack understanding vocabulary addition technical use terms different everyday meanings may cause students misinterpret statements made instructors leading incomplete incorrect understanding domain terms different technical everyday meanings said lexical ambiguity statistics discipline many lexically ambiguous terms paper presents cyclic process designing activities address lexical ambiguity statistics addition describes three short activities aimed high impact student learning associated two different lexically ambiguous words word pairs statistics preliminary studentlevel data used assess efficacy activities future directions development activities research lexical ambiguity statistics particular stem general discussed