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Mathematics Education Research Journal

, Volume 25, Issue 2, pp 189–205 | Cite as

Workplace statistical literacy for teachers: interpreting box plots

  • Robyn Pierce
  • Helen Chick
Original Article
First Online:

Abstract

As a consequence of the increased use of data in workplace environments, there is a need to understand the demands that are placed on users to make sense of such data. In education, teachers are being increasingly expected to interpret and apply complex data about student and school performance, and, yet it is not clear that they always have the appropriate knowledge and experience to interpret the graphs, tables and other data that they receive. This study examined the statistical literacy demands placed on teachers, with a particular focus on box plot representations. Although box plots summarise the data in a way that makes visual comparisons possible across sets of data, this study showed that teachers do not always have the necessary fluency with the representation to describe correctly how the data are distributed in the representation. In particular, a significant number perceived the size of the regions of the box plot to be depicting frequencies rather than density, and there were misconceptions associated with outlying data that were not displayed on the plot. As well, teachers' perceptions of box plots were found to relate to three themes: attitudes, perceived value and misconceptions.

Keywords

Statistical literacy Box plots NAPLAN School reports Teachers interpreting data 
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Notes

Acknowledgments

The authors wish to thank all participating schools and teachers and to acknowledge the contribution of the other members of the research team: Roger Wander, Ian Gordon and Sue Helme (University of Melbourne); Jane Watson (University of Tasmania); Michael Dalton and Magdalena Les (VCAA) and Sue Buckley (DEECD).This research was funded by the Australian Research Council (LP100100388), the Victorian Department of Education and Early Childhood Development (DEECD) and the Victorian Curriculum and Assessment Authority (VCAA).

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Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2012

Authors and Affiliations

  1. 1.Melbourne Graduate School of EducationUniversity of MelbourneMelbourneAustralia
  2. 2.Faculty of EducationUniversity of TasmaniaHobartAustralia

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