This paper reports on teachers’ perceptions about how to teach students’ statistical literacy effectively. The interview data used in the analysis were collected from high school teachers located in 7 different schools across one Australian state as part of a 3-year longitudinal study investigating students’ development of statistical literacy. The interview transcripts were examined using the software package Leximancer (Smith, 2009). This program read the text and created a concept map of the data. The resulting map supports the notion that students’ engagement with statistical programs and statistical literacy activities are enhanced when there is a focus on the students: doing; using; understanding; and discussing.
Data and context in statistics education: Towards an evidence-based society
Faculty of Education
International Statistical Institute
Place of publication
Voorburg, The Netherlands
International Conference on Teaching Statistics (ICOTS)