Statistical+Literacy

[|Alcohol data] note that the first gender label should be year! Use the Durham Smart Centre graphing tool.

Royal Society - [|Sea level rise]

[|NZ herald Article] [|Report document]
 * High-risk drivers in fatal and serious crashes: 2005–2009**

First, there is growing evidence that students need to start from ‘good’ statistics before looking at misleading statistics. Most students can extract data from tables and graphs. However, many struggle to read text. Statistics New Zealand resources. Many are short readable resources to start with. QuickStat summaries on the Interactive Boundary Map can be used extensively to improve the statistical reading and writing of students. [] There are a number of US based sites that provide news reports. The Media Literacy Clearinghouse is very good - [] Stats.org has an extensive catalogue of stories - []. Similarly Chance in the News - []. Others include [|http://junkscience.com] Jane Watson’s site from Australia/Tasmania is still great even if some of the stories are a little dated. The best thing is that there are support resources with teacher notes that give you the type of questions that you could ask any report/article - [] Finding New Zealand stories and reports is a little more difficult. Although, almost every government department and a number of respected non-governmental organisations produce statistical reports. These can often be used as another source of ‘good’ statistics. Starting at issues of the day from New Zealand newspapers can be useful. Try [] as a good source of online news stories. I am sure the Waikato Times and community papers can be used as well. Research also suggests that students respond more positively when the context is of relevance to them. There is an opportunity here to use stories/reports from the students. This may require discussing as a department to develop protocols for dealing with the range of issues of interest to students. What we teachers also need are some good literacy strategies on how to introduce reading [in-depth, in-context] into our maths classrooms. I have attached a thinking frame/routine based on PPDAC poster that we used to get students asking questions as they read. There are others on places like ESOL online that list strategies to use when supporting reading []
 * Some thoughts from Phil Doyle** p.doyle@auckland.ac.nz