Coherent and Purposeful Development in Statistics across the Educational Spectrum

Abstract

The development of statistical thinking and data sense needs steadily progressive and cohesive building of concepts and learning experiences. Meaningful discussion and analysis of curricular approaches to facilitate such development require a reference context. This paper uses a particularly relevant Australian context to combine a cross-sectional report on interaction with teachers in the development and implementation of school syllabi, with analysis of commonalities in cross-disciplinary tertiary student learning in introductory data analysis. These are used to demonstrate the need and potential for genuine and ongoing collaboration between statisticians, teachers and educationalists to develop strategies in constructing, supporting and implementing curriculum to achieve coherent progression in statistical literacy and thinking across educational levels. Such strategies must also include support for teachers.