Statistical literacy is the ability to understand and reason with statistics and data. The abilities to understand and reason with data, or arguments that use data, are necessary for citizens to understand material presented in publications such as newspapers, television, and the Internet. However, scientists also need to develop statistical literacy so that they can both produce rigorous and reproducible research and consume it. Numeracy is an element of being statistically literate and in some models of statistical literacy, or for some populations (e.g., students in kindergarten through 12th grade/end of secondary school), it is a prerequisite skill. Being statistically literate is sometimes taken to include having the abilities to both critically evaluate statistical material and appreciate the relevance of statistically-based approaches to all aspects of life in general[1][2][3] or to the evaluating, design, and/or production of scientific work.[4]
- ^ Dodge, Y. (2003) The Oxford Dictionary of Statistical Terms, OUP. ISBN 0-19-920613-9
- ^ Wallman, Katherine K. (1993). "Enhancing statistical literacy: Enriching our society". Journal of the American Statistical Association. 88 (421): 1–8. doi:10.1080/01621459.1993.10594283. Wallman was president of the American Statistical Association and Chief of Statistical Policy, United States Office of Management and Budget.
- ^ Gal, I. (2002). Adults’ statistical literacy: Meaning, components, responsibilities (with Discussion). International Statistical Review, 70(1), 1–51.
- ^ Tractenberg, Rochelle E. (2016-12-24). "How the Mastery Rubric for Statistical Literacy Can Generate Actionable Evidence about Statistical and Quantitative Learning Outcomes". Education Sciences. 7 (1): 3. doi:10.3390/educsci7010003.
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