Can You Teach Numerical Common Sense?

• Activity Number: 435
• Type: Contributed
• Date/Time: Tuesday, August 6, 2013 : 2:00 PM to 3:50 PM
• Sponsor: Section on Teaching of Statistics in the Health Sciences
• Author(s): Heather M. Bush*+ and Candace Brancato and David Fardo and Catherine Starnes and Arnold Stromberg
• Companies: University of Kentucky and University of Kentucky and University of Kentucky and University of Kentucky and University of Kentucky
• Keywords: statistical consulting ; graduate education ; critical thinking

Abstract

While undergraduate statistics education has recently shifted to emphasize statistical thinking, less attention is paid to these strategies when teaching our own graduate students. When faced with applied problems, students are often so concerned with getting an answer, they neglect the more crucial step of scrutinizing the results, in the context of the bigger picture or the problem at hand. While some students seem to have an aptitude for higher-order statistical thinking, other students struggle. Are certain students gifted with statistical "street smarts," or is this a skill that we can teach? Using the principles of teaching critical thinking, we have implemented strategies for teaching numerical common sense to students working in a university statistical consulting center. In addition to outlining essential critical thinking elements, specific training exercises will be provided.