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Abstract:
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Knowledge of the vocabulary used in the field of statistics is an important component in developing the statistical literacy of our introductory students. While students must be able to understand the vocabulary of statistics in order to evaluate statistical arguments, many instructors do not assess this underlying vocabulary knowledge. And while building on vocabulary knowledge is an important component of statistical literacy, the relationship between conceptual understanding and this underlying vocabulary knowledge of introductory statistics students has largely been left unexplored. As a part of a multi-year NSF funded project, we developed and implemented topic-level electronic vocabulary and homework assessments in our general introductory statistics course. In this poster, I will present results from our study about the level of students' vocabulary knowledge and its relationship to their conceptual understanding of important topics and concepts in the introductory statistics course.
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