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• W2147777963 abstract "The middle years of schooling (Grades 5 to 9; ages 10 to 14 years), critical in students’ mathematical development, are also characterised by a dip in mathematics performance. Typically, the greatest drop occurs at the transition between primary and high school. StatSmart is a large-scale longitudinal study addressing statistics teaching and learning in the middle years in three states in Australia, one of which has Grade 7 as part of the primary school, whereas in the other two states Grade 7 marks the start of high school. Student understanding of statistics is measured three times using Rasch measurement to compare performances at different points in time. Two cohort measures indicated that there was a plateau in performance between the first and second year of high school, rather than at the primary/high school transition. The trajectories of learning identified are discussed. BACKGROUND The middle-years of schooling are those transition years in which pre-adolescent and adolescent students move from the elementary school into the high school setting, typically Grade 5 to Grade 10 of schooling with the primary/high school transition occurring around Grade 6. Several studies have documented a plateau in both literacy and mathematics achievement in these years, with the greatest dip in performance typically occurring at the transition between primary and high school (e.g., Breed & Virgona, 2006; Hill & Russell, 1999). StatSmart is a 3-year project aimed specifically at improving middle-years’ students learning outcomes in statistics through influencing teaching approaches and pedagogy (Watson, Callingham & Donne, 2008). The “big ideas” of statistical literacy at the school level, as suggested by Watson (2006), provide the foundation for the professional learning program in StatSmart. The developmental nature of these ideas is acknowledged, and teachers are encouraged to identify students’ current understanding and to build on this using a range of teaching approaches. Technology use is an integral part of the program, and all teachers integrate Tinkerplots software (Konold & Miller, 2005) into their teaching programs. These big ideas also underpin the choice of items used to measure students’ statistical literacy as part of the evaluation of StatSmart. Hence there are items addressing sampling, variation and informal inferences, as well as more curriculum-focussed items dealing with average, probability and graphing. The items have all been used in previous studies, and work together to create a scale of statistical literacy (Callingham & Watson, 2005; Watson & Callingham, 2003)." @default.
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• W2147777963 date "2010-01-01" @default.
• W2147777963 modified "2023-09-28" @default.
• W2147777963 title "TRAJECTORIES OF LEARNING IN MIDDLE YEARS' STUDENTS' STATISTICAL DEVELOPMENT" @default.
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