Rosemary Callingham

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This study considers the measurement of Statistical Literacy understanding that goes beyond the basic chance and data skills and knowledge in the mathematics curriculum. This understanding requires application of mathematical skills in a range of contextual situations and draws on aspects of statistics, such as variation and inference, which may not be(More)
This paper follows earlier research using a survey instrument devised to measure statistical literacy understanding at the school level. Based on partial credit Rasch analysis, the performance of 673 students in Grades 5 to 10 is reported both overall and for three subgroups of items reflecting strands within statistical understanding. The three strands are(More)
This paper examines the relationship between key predictors of middle school students' interest for statistical literacy, including their self-efficacy for statistical literacy and their prior mathematics achievement. Given the lack of research in the statistical literacy domain, a review of the mathematics education literature confirms the importance of(More)
As diverse technology use increases in education a number of issues are raised for assessment. This is true in all subjects, but may be particularly pertinent to statistics because students can now use large data sets and deal with multiple variables as part of their learning experiences. The issues are of two kinds. In classrooms, how do teachers assess(More)
This paper provides an analysis of interview responses from 40 teachers to a student survey question based on a pictograph. Responses comprise the first segment of 30-40 minute interviews exploring teachers' pedagogical content knowledge (PCK) in statistics at the middle school level. The responses are analysed against a back-drop of previous research on(More)
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching.(More)