TOWARDS A FRAMEWORK FOR DEVELOPING A CRITICAL STATISTICAL LITERACY
HACIA UN MARCO PARA EL DESARROLLO DE UNA ALFABETIZACIÓN ESTADÍSTICA CRÍTICA
Travis Weiland and Anita Sundrani
Acknowledgement/Reconocimiento
This material is based upon work supported by the National Science Foundation under DRK-12 #2143816.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Este material se basa en el trabajo respaldado por la Fundación Nacional de Ciencias bajo DRK-12 #2143816.
Todas las opiniones, hallazgos y conclusiones o recomendaciones expresadas en este material pertenecen al autor o autores y no reflejan necesariamente los puntos de vista de la National Science Foundation.
Larger Design Project/Proyecto de diseño más grande
Research Conjectures and Questions/Conjeturas y Preguntas de Investigación
Theory of Change/Teoría del Cambio
Community of Practice��Comunidad de práctica
Global/ National
Community
School
Home
Reading the Word
Reading the World
Writing the Word
Writing the World
Reflection
Action
Dialectic
Tensions
Authentic Practice
Generative Themes
Critical Statistical Literacy
Critical Statistical Literacy
Practices of a Critical Statistical Literacy
Reading | Writing |
R1. Making sense of language and statistical symbols systems and critiquing statistical information and data-based arguments encountered in diverse contexts to gain an awareness of the systemic structures at play in society. | W1. Using statistical investigations to communicate statistical information and arguments in an effort to destabilize and reshape structures of injustice for a more just society. |
R2. Identifying and interrogating social structures which shape and are reinforced by data-based arguments. | W2. Using statistical investigations to alleviate and resolve sociopolitical issues of injustice. |
R3. Understanding one’s social location, subjectivity, political context and having a sociohistorical and political knowledge of self and understanding how it influences one’s interpretation of information. | W3. Negotiating societal dialectical tensions when formulating statistical questions, data collection and analysis methods and highlighting such tensions in the results of a statistical investigation. |
R4. Evaluating the source, operationalization, collection and reporting of statistical information and how they are influenced by the author’s social position, and sociopolitical and historical lens. | W4. Communicating one’s social location, subjectivity, and political context to others and how it shapes one’s meaning making of the world when reporting results of a statistical investigation. |
R5. Interrogating the epistemological and historical underpinnings of statistical practice and how it has shaped data-based discourses and beyond. | W5. Using sociopolitical oriented epistemologies to create new statistical practices and ways of measuring the world. |
Design Issue: Critical statistical literacy practices serve as a good description of central legitimate practice of the CoP, but does not provide a description of the development of those practices�
Back to the literature
Problema de diseño: las prácticas críticas de alfabetización estadística sirven como una buena descripción de la práctica legítima central de la CoP, pero no proporcionan una descripción del desarrollo de esas prácticas�
De vuelta a la literatura
Hierarchical Construct of Statistical Literacy (Watson & Callingham, 2003)
Level | Brief characterization of step levels of tasks |
Critical Mathematical (Highest) | Task-steps at this level demand critical, questioning engagement with context, using proportional reasoning particularly in media or chance contexts, showing appreciation of the need for uncertainty in making predictions, and interpreting subtle aspects of language. |
Critical | Tasks-steps require critical, questioning engagement in familiar and unfamiliar contexts that do not involve proportional reasoning, but which do involve appropriate use of terminology, qualitative interpretation of chance, and appreciation of variation. |
Consistent Non-critical | Task-steps require appropriate but non-critical engagement with context, multiple aspects of terminology usage, appreciation of variation in chance settings only, and statistical skills associated with the mean, simple probabilities, and graph characteristics. |
Inconsistent | Task-steps at this level, often in supportive formats, expect selective engagement with context, appropriate recognition of conclusions but without justification, and qualitative rather than quantitative use of statistical ideas. |
Informal | Task-steps require only colloquial or informal engagement with context often reflecting intuitive non-statistical beliefs, single elements of complex terminology and settings, and basic one-step straightforward table, graph, and chance calculations. |
Idiosyncratic (Lowest) | Task-steps at this level suggest idiosyncratic engagement with context, tautological use of terminology, and basic mathematical skills associated with one-to-one counting and reading cell values in tables. |
Design Issue: Difference in Framing and Aims�Problema de diseño: diferencia en el encuadre y los objetivos�
Hierarchical Construct of Statistical Literacy (Watson & Callingham, 2003)
Construcción jerárquica de alfabetización estadística (Watson & Callingham, 2003)
Design Issue: Difference in Framing and Aims�Problema de diseño: diferencia en el encuadre y los objetivos�
Critical Statistical Literacy Design
Diseño de alfabetización estadística crítica
Repurposing: Developing a Hypothetical Developmental Framework �
Assuming a better understanding of mathematics by our audience and because of our shift from critical thinking into critical literacy we:
Asumiendo una mejor comprensión de las matemáticas por parte de nuestra audiencia y debido a nuestro cambio del pensamiento crítico a la alfabetización crítica, nosotros:
Process of Development of a Critical Statistical Literacy
Proceso de Desarrollo de una Alfabetización Estadística Crítica
Predominantly External to the Community�Predominantemente externa a la comunidad
Anecdotal
Using only word of mouth, personal experiences, anecdotal stories, etc. in making sense of information or to present evidence of claims without considering other possibilities or perspectives or the possibility of other perspectives. The use of more than one piece of statistical information or consideration of broader contexts of issues is absent from the sense making or argumentation process. Possibly dismissive of personal experiences of others or statistical informant information or arguments that do not align with their own.
Anecdótica
Usar solo el boca a boca, experiencias personales, historias anecdóticas, etc. para dar sentido a la información o para presentar evidencia de afirmaciones sin considerar otras posibilidades o perspectivas o la posibilidad de otras perspectivas. El uso de más de una pieza de información estadística o la consideración de contextos más amplios de problemas está ausente del proceso de construcción de sentido o argumentación. Posiblemente desdeñoso de las experiencias personales de otros o información estadística de informantes o argumentos que no se alinean con los suyos.
Predominantly External to the Community �Predominantemente externa a la comunidad
Informal
Using predominantly anecdotal practices in their approach to reading and writing but beginning to use or engage with basic tabular or graphical representations of data or intuitive notions of chance in making sense of information or creating arguments. Multiple pieces of statistical information are considered in sense making but information that does not fit personal experience is questioned or disregarded. Interpretations of information still only favor pre-existing ideas. The possibility of the role of context is mentioned but not considered seriously or included in arguments. Terminology is colloquial in nature.
Informal
Utilizan prácticas predominantemente anecdóticas en su enfoque de la lectura y la escritura, pero comienzan a usar o involucrarse con representaciones tabulares o gráficas básicas de datos o nociones intuitivas de oportunidad para dar sentido a la información o crear argumentos. Se consideran múltiples piezas de información estadística para dar sentido, pero la información que no se ajusta a la experiencia personal se cuestiona o se descarta. Las interpretaciones de la información todavía solo favorecen las ideas preexistentes. La posibilidad del papel del contexto se menciona pero no se considera seriamente ni se incluye en los argumentos. La terminología es de naturaleza coloquial.
Peripheral Participation/Participación Periférica
Inconsistent
Using multiple pieces of statistical information using statistical terminology inconsistently in conjunction with colloquial language. The use of chance in making sense of situations and creating arguments is still based on intuitive notions, but with some calculated probabilities created or considered. Statistical sense making and communication are focused on signal not the noise, predominantly ignoring variability. The context of the issue explored is acknowledged and considered but inconsistently in the reading and writing of statistics. Statistical information that does not match pre-existing ideas is considered and acknowledged inconsistently and often dismissed or downplayed.
Inconsistente
Usar múltiples piezas de información estadística usando terminología estadística de manera inconsistente junto con lenguaje coloquial. El uso del azar para dar sentido a situaciones y crear argumentos todavía se basa en nociones intuitivas, pero con algunas probabilidades calculadas creadas o consideradas. El sentido estadístico y la comunicación se centran en la señal y no en el ruido, ignorando predominantemente la variabilidad. El contexto del tema explorado se reconoce y considera, pero de manera inconsistente en la lectura y escritura de las estadísticas. La información estadística que no coincide con las ideas preexistentes se considera y reconoce de manera inconsistente y, a menudo, se descarta o se le resta importancia.
Peripheral Participation/Participación Periférica
Consistent Critical Thinking
Using formal statistical language, exploratory data analysis, and informal inference in the reading and writing of statistics is common and consistent. This includes the explicit consideration of variability. The specific context of the issue being explored is consideration is considered in conjunction with reading and writing statistics. Different possible interpretations of statistical information are considered or presented, including those that differ from pre-existing ideas. Informal inference takes into account frequentist perspectives of chance in making sense of and communicating statistical information.
Pensamiento crítico consistente
El uso de lenguaje estadístico formal, análisis exploratorio de datos e inferencia informal en la lectura y escritura de estadísticas es común y consistente. Esto incluye la consideración explícita de la variabilidad. El contexto específico del tema que se explora se considera junto con las estadísticas de lectura y escritura. Se consideran o presentan diferentes interpretaciones posibles de la información estadística, incluidas aquellas que difieren de las ideas preexistentes. La inferencia informal tiene en cuenta las perspectivas frecuentistas del azar para dar sentido a la información estadística y comunicarla.
Central Participation/Participación central
Emerging Critical
Using formal statistical language, exploratory data analysis, and informal inferential techniques consistently, interpretates and uses basic probabilities and the logic of formal inferential statistical techniques in making sense of and communicating statistical information. Questioning of how common variables such as sex, gender, or race are measured based on lived experiences begins to emerge. Furthermore, the limitations of statistical practices for making sense of the world come into question but are not challenged in significant ways. The broader contexts of the issues being explored are considered and communicated but often in unspecific or informal ways.
Crítica emergente
Usando lenguaje estadístico formal, análisis exploratorio de datos y técnicas inferenciales informales de manera consistente, interpreta y usa probabilidades básicas y la lógica de las técnicas estadísticas inferenciales formales para dar sentido y comunicar información estadística. Empieza a surgir el cuestionamiento de cómo se miden variables comunes como el sexo, el género o la raza a partir de las experiencias vividas. Además, las limitaciones de las prácticas estadísticas para dar sentido al mundo se cuestionan pero no se cuestionan de manera significativa. Los contextos más amplios de los temas que se exploran se consideran y comunican, pero a menudo de manera inespecífica o informal.
Central Participation/Participación central
Critical Statistical
Using formal statistical language interchangeably with informal or even colloquial language to communicate important ideas to diverse audiences that maintains the meaning but is most appropriate for the intended audience. Statistical practices from the emerging critical practices are still common, but some practices are transformed based on questioning the status quo and are heavily criticized in the reading of statistical arguments. Critical statistical literacy practices are common. Transformative actions are commonly taken from reading and writing statistical arguments.
Estadística Crítica
Usar lenguaje estadístico formal de manera intercambiable con lenguaje informal o incluso coloquial para comunicar ideas importantes a audiencias diversas que mantengan el significado pero que sea más apropiado para la audiencia prevista. Las prácticas estadísticas a partir de las prácticas críticas emergentes siguen siendo comunes, pero algunas prácticas se transforman a partir del cuestionamiento del statu quo y son fuertemente criticadas en la lectura de los argumentos estadísticos. Las prácticas críticas de alfabetización estadística son comunes. Las acciones transformadoras se toman comúnmente a partir de la lectura y escritura de argumentos estadísticos.
Some Developmental Threads
Next Steps/Próximos pasos
Put it to the test through several iterations of design research
Pruébelo a través de varias iteraciones de investigación de diseño
Questions to Consider/Preguntas a considerar
Questions??
Contact Info: tweiland@uh.edu