Expected level of development
Australian Curriculum Mathematics V9: AC9M10ST01
Numeracy Progression: Interpreting and representing data: P8
At this level, students are further equipped to analyse and evaluate claims, inferences and reported conclusions of statistics reported in the media. Students use critical-thinking skills to investigate many forms of data representation, such as tables, spreadsheets, graphs, plots and charts.
Students have learnt that not all representations are a good way to convey data and that alternative displays may be more appropriate. Methods of sampling will need to be revised, and common biases identified, including self-selection. Discuss the pros and cons of each. Revise the idea that type of data, as well as amount of data, is important when analysing data displays.
Encourage critical thinking and asking questions about the source (reliability), possible bias, who collected the data, the intended target audience and, most importantly, what the purpose of the original study was and why it was reported in the media. Students should also consider the tone in which the data is presented, and any decisions made around the title, headline or accompanying commentary. Is the audience being positioned to interpret the data in a particular way?
A suitable lesson is to ask students to bring one data display from mainstream media or social media and ask them present the media report to the class. Ask students to identify who collected the data, how the data was collected, who (cohort) the report was intended for, and whether students believe the display was representative of the intended population. A peer feedback sheet can be used to add further analysis, provoking interesting class discussions.
Highlight common sources for students to access reputable data and demonstrate simple ways for students to ascertain the validity of a study (for example, academic papers or government information sites).
Teaching and learning summary:
- Encourage students to think critically when analysing claims, inferences and conclusions of statistical reports in the media, and provide scaffolds to support analysis.
- Encourage students to use their mathematical knowledge, vocabulary and skill that they have gained over time.
- Ask students to remove their own personal opinions and biases when analysing data and reports.
- Guide students to ask questions on how the data is represented, the purpose of the report, the purpose of the original data, who was sampled, how it was sampled and whether the data represents the target population.
- Use worked examples to show students how potential bias can enter reports of statistical data; for example, election data where polls and outcome were very different. Ask why.
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Teaching strategies
A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.
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Worked examples
A worked example is not just a pre-worked question that is given to the students. There are several types of worked examples and ways of using them.
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Mathematics investigation
By giving students meaningful problems to solve they are engaged and can apply their learning, thereby deepening their understanding.
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Collaborative learning
For group work to be effective students need to be taught explicitly how to work together in different settings, such as pairs or larger groups, and they need to practise these skills.
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Teaching resources
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.
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Analyse, interpret and evaluate statistical information
This government site gives advice in the form of a stepped guide on how to critically examine statistics.
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Sneaking statistics
This lesson plan guides students through the analysis of statistics used or misused in reports.
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Data representation and interpretation
This learning sequence covers this topic area and provides detailed guidance for teachers on the interpretation and representation of data.
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Investigating media statistical reports
This teacher-facing webpage gives a breakdown of this topic area, providing context, lesson ideas and student activities.
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