|
Abstract:
|
In fall 2021, Statistical Literacy (Math 1300), was first offered by the Mathematics and Statistics Department at the University of New Mexico (UNM). This course is designed for students in non-quantitative majors: majors that do not require a particular mathematics course. Math1300 is different; it is confounder-based. Students do multivariate analysis involving three variables without a computer. They use ordinary English to describe and compare rates and percentages in tables and graphs. Math 1300 has less than a 30% overlap with a traditional statistical inference course. This paper presents all the student responses received during the first year of Math1300 at UNM. These responses included written responses when asked to say what the students liked and disliked about the course, to describe the course, and to give advice to future students. The student responses are summarized for these three questions. Did this course help your critical thinking? Would you recommend this course to a friend? Should this course should be required by all college students for graduation? Student grades are reported. The topics that students and teachers found most important (and most difficult) are reported. Finally the question of whether statistical literacy is really statistics is addressed.
|
