MATHEMATICAL AND STATISTICAL LITERACY: an analysis based on PISA results

Karen François, Carlos Monteiro, Stijn Vanhoof

Resumo


 

In this paper we discuss the distinction between statistical literacy and mathematical literacy. The starting point of this discussion is the fact that within the Programme for International Student Assessment (PISA) statistical survey items are elaborated only from the mathematical literacy point of view. We first present theoretical elements on the differences between mathematics and statistics, between mathematical and statistical literacy and we elaborate on the growing interest in statistical literacy as a specific competence. Second we present results of an empirical analysis based on the PISA 2003 data. The analysis showed an extremely high correlation between mathematical and statistical literacy. In the conclusion we emphasise the necessity to reveal the notion of statistical literacy within the PISA results.

RESUMO

 

In this paper we discuss the distinction between statistical literacy and mathematical literacy. The starting point of this discussion is the fact that within the Programme for International Student Assessment (PISA) statistical survey items are elaborated only from the mathematical literacy point of view. We first present theoretical elements on the differences between mathematics and statistics, between mathematical and statistical literacy and we elaborate on the growing interest in statistical literacy as a specific competence. Second we present results of an empirical analysis based on the PISA 2003 data. The analysis showed an extremely high correlation between mathematical and statistical literacy. In the conclusion we emphasise the necessity to reveal the notion of statistical literacy within the PISA results.


Palavras-chave


matemática – estatística – educação estatística - letramento matemático – letramento estatístico.

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DOI: https://doi.org/10.36397/emteia.v4i1.2240

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Licença Creative Commons
Esta obra está licenciada sob uma licença Creative Commons Atribuição 4.0 Internacional.

ISSN 2177-9309

Contato: revista.emteia@ufpe.br