by Melissa Braaten
In the academic sphere, statistics can sometimes seem like the odd one out. Most of us associate statistics with math, although it is far more dependent on context for meaning than other domains of math.
For example, a graph of population data with the context removed is just a meaningless squiggle.
Now consider the same graph with its intended labels.
(For even more information, view the original chart.)
Different fields of study have different ways of collecting and interpreting data. Physicists may run controlled experiments in a lab; climate scientists may compare historical and present day measurements; social scientists may collect surveys. These context-specific applications of statistics can be taught in content classes to enrich students' understanding of statistics, as well as the content matter.
For example, while teaching a unit about the U.S. Civil Rights movement, my class looked at voter registration data before and after the Voting Rights Act of 1965. The dramatic (sometimes up to tenfold) increase in the rates of black registered voters in Southern states after this legislation helps to tell part of this country’s history. In addition, it demonstrates how data can be used to support inferences about historical realities, such as the effectiveness of voter suppression against African Americans before the Voting Rights Act.
In adult education, we want our students to be able to engage in their personal, professional, and civic lives in a deep and meaningful way. We want students to grapple with the big issues of the day and contributing to the conversation. This is one of the reasons for the instructional shifts in the College & Career Readiness Standards for Adult Education (CCRSAE) across content areas. When it comes to ELA, the shifts emphasize the use of textual evidence in reading, writing and speaking. Our adult students need to be able to analyze textual and academic arguments, and to cite evidence from those arguments to form their own. In the “content-rich nonfiction” texts that we are using to build knowledge, arguments based on data and statistics are common, and statistical literacy is a must.
Keep an eye out for Part 2: Integrating Statistics in the Content Areas, where we will look at some examples in the adult education classroom.
Melissa Braaten is an adult education instructor at Catholic Charities Haitian Multi-Services Center in Dorchester, MA. Melissa has taught ASE and pre-ASE math and reading, as well as ABE writing, computer skills, and health classes. Melissa also is a training and curriculum development specialist for the SABES PD Center for Mathematics and Adult Numeracy at TERC. She has written several articles for Math Musings, the Adult Numeracy blog.
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