The first three chapters of this book have identified societal demands for understanding Civic Statistics (Chap. 1), described specific features of the statistical and mathematical information citizens receive about civic issues (Chap. 2), and mapped out the facets and tools (skills, knowledge, mental and motivational tools) needed to critically understand such statistical and mathematical information about society (Chap. 3). The present chapter examines issues that are essential for promoting necessary changes in the teaching and learning of Civic Statistics, which are needed for empowering citizens to engage with and analyze data sources and data-informed reasoning about burning issues in society, and critically interpret messages related to Civic Statistics encountered in the news media, social networks and related digital sources. The chapter first provides further illustrations of activities or tasks pertaining to Civic Statistics and shows how to analyse task demands in terms of the facets and tools they require. Then, general questions are examined regarding the all-important alignment of the features of Civic Statistics and their demands with curriculum plans and learning goals, classroom teaching practices, and assessment methods. We provide some guidelines for developing assessment items relevant to Civic Statistics. Finally, the chapter presents six broad recommendations related to changes in systemic issues that can promote attention to and critical understanding of Civic Statistics, at the school and university levels, and which can improve effective instruction and assessment in this regard, within mathematics education, statistics and data science education, and related disciplines.
|Title of host publication||Statistics for Empowerment and Social Engagement|
|Subtitle of host publication||Teaching Civic Statistics to Develop Informed Citizens|
|Publisher||Springer International Publishing|
|Number of pages||60|
|State||Published - 1 Jan 2023|
Bibliographical notePublisher Copyright:
© Springer Nature Switzerl and AG 2022.
- Curriculum alignment
- Data literacy
- Media literacy
- Statistical literacy
- Statistics education
ASJC Scopus subject areas
- Social Sciences (all)