Literacy and statistical reasoning of Mexican students upon completion of high school
DOI:
https://doi.org/10.46219/rechiem.v14i3.101Keywords:
Statistics, Statistical Reasoning, Statistical Literacy, SOLO TaxonomyAbstract
In this article we report the results of an investigation with Mexican students on the levels of literacy and statistical reasoning that they have developed throughout their elementary and high school education, using the SOLO (Structure of Observed Learning Outcomes) taxonomy. The instrument used is an online questionnaire that has been adapted from various items of literature and some of the author’s creation. The results indicate that students have low levels of literacy and statistical reasoning in graphic representations and descriptive measures, even though these are themes of the curriculum from primary education; the results are even lower in correlation items, box plots, deciles, and probability.
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