Statistik med R : Lektionsserie i statistik för gymnasieskolans matematikkurs 2B och 2C

Detta är en L3-uppsats från Karlstads universitet/Fakulteten för hälsa, natur- och teknikvetenskap (from 2013)

Sammanfattning: Statistical literacy – the ability to interpret, critically judge, and communicate statistical information – is of major importance in today’s society as the majority of us are continuously exposed to conclusions drawn from statistics both in media, at our workplace, in our community, and in school. In Sweden, statistics is part of the mathematics curriculum in school at different levels, including in the gymnasium (years 10 to 12). The learning outcomes of the mathematics curriculum also include the use of programming in mathematical problem solving. The aim of this thesis is to construct a realistic, structured, and appealing session of statistics within the mathematics courses 2B and 2C in the gymnasium, with aims in adherence with the expected learning outcomes in the curriculum. Thus, this series of five lessons include an introduction to correlation and regression analysis, but also common graphical representations and displays of descriptive statistics such as the mean, median, and standard deviation; all calculated by using the much utilized non-commercial and open-source statistical software and programming language R. Throughout the series of lessons, the learning activities are anchored in the general process of statistical problem solving. The activities are primarily based on interactions with a dynamic software, enabling the students to explore and interact with properly introduced real world data from different disciplines. Other key activities include teacher-moderated discussions in both smaller groups and in class, with special emphasis on critical thinking and related terms such as causality, as this is an important part of becoming statistically literate. The goals and learning activities of the proposed series of five lectures in statistics are founded in scientific literature concerning the didactics of statistics, in particular the competencies required in developing statistical literacy. Thus, the proposed series may enhance the student’s statistical literacy; a competence that they will have use of in their everyday lives irrespective of future career path.

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