Cookies

We use cookies to ensure that we give you the best experience on our website. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.

Durham University

School of Education

Staff Profile

Publication details for Prof Jim Ridgway

Nicholson, J. & Ridgway, J. (2018), Real-world contexts in statistics components of UK mathematics examinations: aiming forward, walking backwards, in Sorto, M. A. White, A. & Guyot, L. eds, Tenth International Conference on Teaching Statistics (ICOTS10). Kyoto, International Statistical Institute, Voorburg, The Netherlands.

Author(s) from Durham

Abstract

Reasoning with data is pervasive in society; evidence-based policy requires reasoning about
complex data; many statistics curricula do not equip students to understand such reasoning. A new
mathematics curriculum for upper secondary school (pre-university) students has been taught in
England from September 2017, which includes assessment based on large-scale, pre-released data.
Here, we critique the specimen examination papers, identifying inappropriate uses of statistics, and
a failure to understand the rationale for working with large scale, authentic, data sets. We offer an
account of how this poor state of affairs has come about.