Implementing the Assessment Standards for School Mathematics: Assessing Students' Ability to Analyze Data: Reaching beyond Computation

Abstract

Quantitative literacy, which includes the ability to read, interpret, and analyze statistical data in visual displays, is an essential skill needed for living and functioning in our highly technological society. In light of this need, recommendations have been made that statistics be included in the secondary mathematics curriculum (NCTM 1989). To help students value the mathematics they are learning, further recommendations suggest that statistical problems involve real data that students will find interesting and informative. As indcated in the Assessment Standards for School Mathematics (NCTM 1995), assessment tasks and instruments communicate to students which activities and learning outcomes are valued. It is therefore essential that assessment tasks engage students in data interpretation and analysis that lead to interesting and meaningful discoveries about real-life data (Burrill et al. 1992).