Exploring Eighth-Grade Minority and Female Students’ Statistical Literacy Skills Using TIMSS (Trends in International Mathematics and Science Study): Do Differences Exist?

• In Event: Statistics in the Field: Innovative Applications and Investigations

Abstract

The purpose of this study will be to investigate the performance of 8th grade minority students’ understanding of statistics concepts using the TIMSS (2007) Data and Chance content domain. Using variables linked to mathematics and statistics achievement, a multi-level modeling approach will be used to determine important variables that explain minority students’ achievement in learning statistics concepts. There is an abundance of literature that speaks to the performance of minority students’ achievement in mathematics. The results of this study will: 1) follow a line of research that monitors the teaching and learning of statistics in the lower grades, and 2) provide new research on how minority students (relative to their higher-achieving counterparts) and female students are progressing towards statistical literacy.

Authors

• Jamie D. Mills, The University of Alabama

• Marsha Emelene Simon, University of West Georgia