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(seeing data as numbers in context, reading charts, graphs and tables, understanding numerical and graphical summaries of data, etc.) Statistics as a way of understanding the world: Can I use existing data to help make decisions? (using census data, birth and death rates, disease rates, CPI, ratings, rankings, etc., to describe, decide and defend)
The Graph Literacy Scale [3] consists of 13 items and measures three abilities related to graph comprehension (see [11]) (1) the ability to read the data, that is, to find specific information in the graph; (2) the ability to read between the data, that is, to find relationships in the data as shown on the graph; and (3) the ability to read beyond the data, or make inferences and predictions ...
In 1989, there was a call for new curriculum in social studies, which was uniquely suited to bringing visual information to educational programs by introducing map reading skills, charts and graphs for analyzing data, primary source visuals from the period ephemera, and paintings, sculpture, architecture, objects of daily use, and other ...
In addition, the choice of appropriate statistical graphics can provide a convincing means of communicating the underlying message that is present in the data to others. [1] Graphical statistical methods have four objectives: [2] The exploration of the content of a data set; The use to find structure in data; Checking assumptions in statistical ...
Data visualization refers to the techniques used to communicate data or information by encoding it as visual objects (e.g., points, lines, or bars) contained in graphics. The goal is to communicate information clearly and efficiently to users. It is one of the steps in data analysis or data science. According to Vitaly Friedman (2008) the "main ...
Research shows that when teachers used visual tactics to teach middle-aged students they found that students had more positive attitudes about the material they were learning. [14] Students also exemplified higher test performance, higher standard achievement scores, thinking on levels that require higher-order thinking, and more engagement.
Dr. Wolfgang Greller and Dr. Hendrik Drachsler defined learning analytics holistically as a framework. They proposed that it is a generic design framework that can act as a useful guide for setting up analytics services in support of educational practice and learner guidance, in quality assurance, curriculum development, and in improving teacher effectiveness and efficiency.
Tukey defined data analysis in 1961 as: "Procedures for analyzing data, techniques for interpreting the results of such procedures, ways of planning the gathering of data to make its analysis easier, more precise or more accurate, and all the machinery and results of (mathematical) statistics which apply to analyzing data." [3]