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Statistical literacy is the ability to understand and reason with statistics and data. The abilities to understand and reason with data, or arguments that use data, are necessary for citizens to understand material presented in publications such as newspapers, television, and the Internet.
Statistics is a mathematical body of science that pertains to the collection, analysis, interpretation or explanation, and presentation of data, [5] or as a branch of mathematics. [6] Some consider statistics to be a distinct mathematical science rather than a branch of mathematics. While many scientific investigations make use of data ...
The theory of statistics provides a basis for the whole range of techniques, in both study design and data analysis, that are used within applications of statistics. [1] [2] The theory covers approaches to statistical-decision problems and to statistical inference, and the actions and deductions that satisfy the basic principles stated for these different approaches.
Data and information visualization (data viz/vis or info viz/vis) [2] is the practice of designing and creating easy-to-communicate and easy-to-understand graphic or visual representations of a large amount [3] of complex quantitative and qualitative data and information with the help of static, dynamic or interactive visual items.
Statistics educators have cognitive and noncognitive goals for students. For example, former American Statistical Association (ASA) President Katherine Wallman defined statistical literacy as including the cognitive abilities of understanding and critically evaluating statistical results as well as appreciating the contributions statistical thinking can make.
Statistical thinking is a tool for process analysis of phenomena in relatively simple terms, while also providing a level of uncertainty surrounding it. [1] It is worth nothing that "statistical thinking" is not the same as "quantitative literacy", although there is overlap in interpreting numbers and data visualizations.