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Activity Number: 117 - Teaching and Displaying Social Statistics
Type: Topic Contributed
Date/Time: Monday, July 29, 2019 : 8:30 AM to 10:20 AM
Sponsor: Section on Statistics and Data Science Education
Abstract #306541
Title: Quantitative Literacy Should Not Be Optional
Author(s): Gail Burrill*
Companies: Michigan State University
Keywords: quantitative reasoning; statistical literacy; transition from high school to college

Despite curriculum standards that emphasize statistics as a core curriculum content area and the work of Steen and others in the early 2000’s, statistical literacy and quantitative reasoning never became part of the mainstream curriculum for all students. Even the growing popularity of Advanced Placement Statistics does not really address issues of statistical literacy/quantitative reasoning. NCTM has made a promising beginning in its recent publication Catalyzing Change, which includes the recommendation that quantitative literacy should be considered an essential component of the high school curriculum for all students graduating from high school. And as students continue schooling to prepare for careers, the need for quantitative thinking and reasoning only increases, particularly in this era that is awash with data. What are some of the opportunities and challenges we face as we try to make this recommendation a reality for both secondary and postsecondary work? And how can we work to have a smooth transition for students entering post secondary programs with a background in quantitative literacy and statistics.

Authors who are presenting talks have a * after their name.

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