Building toward Critical Data Literacy with Investigations of Income Inequality

Autor/inn/en	Louie, Josephine; Stiles, Jennifer; Fagan, Emily; Chance, Beth; Roy, Soma
Titel	Building toward Critical Data Literacy with Investigations of Income Inequality
Quelle	In: Educational Technology & Society, 25 (2022) 4, S.142-163 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	Critical Literacy; Data Analysis; Income; High School Students; Secondary School Mathematics; Mathematics Curriculum; Census Figures; Statistics Education; Social Justice + Suchen Sie Ihr Suchwort? Kritisches Lesen; Auswertung; Einkommen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Volkszählung; Soziale Gerechtigkeit
Abstract	To promote understanding of and interest in working with data among diverse student populations, we developed and studied a high school mathematics curriculum module that examines income inequality in the United States. Designed as a multi-week set of applied data investigations, the module supports student analyses of income inequality using U.S. Census Bureau microdata and the online data analysis tool the Common Online Data Analysis Platform (CODAP). Pre- and post-module data show that use of this module was associated with statistically significant growth in students' understanding of fundamental data concepts and individual interests in statistics and data analysis, with small to moderate effect sizes. Student survey responses and interview data from students and teachers suggest that the topic of income inequality, features within CODAP, the use of person-level data, and opportunities to engage in multivariable thinking helped to support critical data literacy and its foundations among participating students. We describe our definitions of data literacy and critical data literacy and discuss curriculum strategies to develop them. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01