{"title":"CONCEPTUALIZING A FRAMEWORK FOR ANALYSING COLLEGE STATISTICS TEXTBOOKS IN TERMS OF TEXT ACCESSIBILITY","authors":"Kai-Lin Yang, Khairiani Idris","doi":"10.52041/serj.v20i1.102","DOIUrl":null,"url":null,"abstract":"This article develops an analytical framework for analysing college (tertiary) statistics textbooks in terms of text accessibility by integrating the text, the reader, and the content into the framework. Five accessibility attributes of science texts were adapted to conceptualize the accessibility of statistics texts. For each accessibility attribute, two components were proposed by referring to the literature on the readability of mathematics texts as well as the characteristics of statistics. The feasibility of the framework is demonstrated by analysing sample statistics texts. The contributions and potential of the framework are discussed.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Statistics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52041/serj.v20i1.102","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
This article develops an analytical framework for analysing college (tertiary) statistics textbooks in terms of text accessibility by integrating the text, the reader, and the content into the framework. Five accessibility attributes of science texts were adapted to conceptualize the accessibility of statistics texts. For each accessibility attribute, two components were proposed by referring to the literature on the readability of mathematics texts as well as the characteristics of statistics. The feasibility of the framework is demonstrated by analysing sample statistics texts. The contributions and potential of the framework are discussed.
期刊介绍：
SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.
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