COVID-19 and the Need for Statistical Literacy

Autor/inn/en	Watson, Jane; Callingham, Rosemary
Titel	COVID-19 and the Need for Statistical Literacy
Quelle	In: Australian Mathematics Education Journal, 2 (2020) 2, S.16-21 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2652-0176
Schlagwörter	Statistics; Mathematics Education; Curriculum; Knowledge Level; Foreign Countries; Interdisciplinary Approach; Statistical Analysis; Public Health; COVID-19; Pandemics; Australia + Suchen Sie Ihr Suchwort? Statistik; Mathematische Bildung; Curricula; Lehrplan; Rahmenplan; Wissensbasis; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Statistische Analyse; Gesundheitswesen; Australien
Abstract	The current COVID-19 situation has seen a plethora of data, statistics and predictions presented to society--some making incredible claims. The authors are concerned that statistics and probability still receive inadequate attention in the classroom, leaving students without the statistical literacy needed to make sense of the claims being made. COVID-19 has raised the visibility of data in society more than any other event in recent times. Although a crisis for society in both health and economic spheres, COVID-19 also provides a stimulus to examine the contribution that education, particularly statistics education and the "Australian Curriculum," can make to preparing society to understand the data and accompanying arguments presented to them. This article argues for more attention to be paid to Statistics by documenting the presence of data analysis across the curriculum and by presenting a selection of activities judged to contribute to building greater statistical understanding and literacy. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01