ERIC Number: EJ989086
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: N/A
Supporting Statistical Literacy: What Do Culturally Relevant/Realistic Tasks Show Us about the Nature of Pupil Engagement with Statistics?
Carvalho, Carolina; Solomon, Yvette
International Journal of Educational Research, v55 p57-65 2012
The Portuguese curriculum has recently moved away from a focus on individual subject disciplines towards the development of cross-disciplinary competencies for civic life, including the development of statistical literacy in application to everyday problems. Students are encouraged to draw on their own interests to collect and organize data sets in support of intra- and inter-disciplinary problem solving, reasoning and communication. In this paper we investigate this conception of the development of statistical literacy and its relation to "real life" by exploring the talk of three pairs of working-class Portuguese students engaged in a task that was considered to be culturally relevant and realistic, and hence supportive of the development of civic competencies. We analyse what the nature of their talk indicates about the role of identities and dispositions in the way they approach statistics and their application in the real world. We suggest that differences between how each pair of students engages with the tasks illustrate the importance of individual experience and identity in accessing important statistical literacy.
Descriptors: Foreign Countries, Citizenship Education, Cooperative Learning, Statistics, Mathematics Education, Multiple Literacies, Culturally Relevant Education, Learner Engagement, Relevance (Education), Competency Based Education, Self Concept, Integrated Curriculum, Interdisciplinary Approach, Educational Strategies, Curriculum Design, Educational Environment, Educational Policy, Curriculum Implementation, Teaching Methods, Discourse Analysis
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Portugal