{"id":30903,"date":"2023-02-08T12:56:01","date_gmt":"2023-02-08T20:56:01","guid":{"rendered":"https:\/\/blogs.georgefox.edu\/dlgp\/?p=30903"},"modified":"2023-02-08T12:56:15","modified_gmt":"2023-02-08T20:56:15","slug":"30903-2","status":"publish","type":"post","link":"https:\/\/blogs.georgefox.edu\/dlgp\/30903-2\/","title":{"rendered":"You Decide?"},"content":{"rendered":"

In all honesty, when I first read the title, my heart sank and a bit of math phobia was reactivated.\u00a0 <\/span>In 1990, Ray Hembree, from Adrian College, conducted a meta-analysis of 151 studies concerning math anxiety. The study determined that math anxiety is related to poor math performance on math achievement tests and to negative attitudes concerning math. Hembree also suggests that math anxiety is directly connected with math avoidance. [1]\u00a0 Legit. . . Feelings validated, right?\u00a0 Or could this be a situation of the reader using the data to support their own anxiety?\u00a0\u00a0\u00a0<\/span>\"\"<\/a><\/span>
\nI am much more comfortable with alliteration (and all things literacy), than the deeper understandings of the three M\u2019s (see cartoon above).\u00a0 My personal anxiety with math may be a result of being raised in an era when females were less likely to be encouraged to pursue math and sciences and therefore may have affected the instruction provided in the area of math.\u00a0 My parents were avid readers, my dad, a scientist, and my mom a nurse.\u00a0 Not for certain the origin of my own math incompetencies (never took calculus or pre-calc; stopped with Algebra 1, 2 and Geometry), but I just know that it is not in my gift mix.\u00a0 Despite my phobias around math, I enjoy reading research and find the reading of research very interesting.\u00a0 In my role as an Instructional Coach, I support teachers with reviewing data so that we can get a better grasp of where our students\u2019 needs are and how we can collaborate to support their academic growth.\u00a0 So, I appreciate the authors\u2019 reminder that numbers often represent people or things that matter to people.\u00a0 Equally important is the use of statistical literacy skills and understanding our responsibility to the use of research.<\/span><\/p>\n

In the text, a compendium of statistical literacy skills was presented for accurately reading data.\u00a0 A few overarching ideas that were highlighted in my mind were:\u00a0 1) the importance of understanding why numbers aren\u2019t clear-cut, 2) why sometimes what sounds straightforward is in fact more complicated, 3) as well as <\/span>understanding the nuances in statistics to make better decisions about which ones to trust, and when. <\/span>[2]\u00a0 With each skill, principles surfaced that led to more thought about the integrity around the interpretation of data and how it is used, especially in light of the fact that it is easy to use numbers to mislead or obscure.\u00a0 Matthew 7:16 tells us that we are known by our fruit.\u00a0 As an apprentice of Jesus, I want to live a life that brings glory to Him, especially as I read, process and collect research in my studies.<\/span><\/p>\n

Numbers aren\u2019t clear-cut<\/b> . . . as mentioned earlier, numbers represent people or things that matter to people.\u00a0 So while I read numbers, it is important to have a greater awareness of what the data represents and keep the bigger picture in mind.\u00a0 It is easy to read a statistic and get sidetracked believing without thinking critically about what is behind the data.<\/span><\/p>\n

Data may sound straightforward, but is more complicated<\/b>. . . Digging deeper into the process of data collections and the representation of the data, helps the reader to be aware of the other side of the data.\u00a0 Considering the <\/span>Simpson\u2019s Paradox, the idea of using the same data to tell diametrically opposed stories, depending on what political point a person wants to make, pointed out another moral principle around the use of data and my thoughts about honesty and integrity.\u00a0 I remember this happening during Covid, when the cause of death was represented as Covid in the numbers but the actual cause of death was something else, like a heart attack\/stroke, preceding Covid. The honest thing to do, when referring to the data, as shared by Chivers and Chivers, is to explain that the paradox is present.\u00a0<\/span><\/p>\n

Understand the nuances in statistics, to make better decisions. . . <\/b>When we read surprising data, we can easily become alarmed without considering all of the nuances in statistics.\u00a0 Such as, what other confounding variables need to be considered?\u00a0 Is this a big number?\u00a0 Seeking out greater clarity around the stats, will help us make better decisions in our representation of the data.<\/span><\/p>\n

You Decide. . .<\/strong> So let\u2019s play a little game.\u00a0 None of us have time for this, I know, but if you do, play along. . . I was reading through some interesting statistics online and thinking through some of what we have learned in this week\u2019s reading.\u00a0 Below are three studies linked:\u00a0 1) % of Adults Who Still Sleep with An Object,\u00a0 2) Most Popular Male Baby Name, 3) Adult Literacy<\/span><\/p>\n

When you consider the data represented in each, and what we have discovered in this week\u2019s reading, consider this question. . .\u00a0 How might this data misrepresent, miscue or be misinterpreted to support a particular bias, misunderstanding, etc.?\u00a0 (Things to consider. . . Statistical significance? Absolute risk shared?\u00a0 Other confounding variables to consider?\u00a0 Absence of a denominator?)<\/span><\/p>\n

    \n
  1. A study conducted by <\/span>Sleepopolis and OnePoll<\/span><\/a> reported that 34 percent of adults still sleep with a stuffed animal, blanket, or other sentimental object, according to a survey of 2,000 adults. [3]<\/span><\/li>\n
  2. Over the past century, <\/span>“Michael” has been the most popular male baby name 44 times<\/span><\/a>. [4]<\/span><\/li>\n
  3. More than 36 million U.S. adults cannot read above a third grade level.According to ProLiteracy<\/a>, an organization that publishes Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy<\/i> in conjunction with Rutgers University, more than 36 million American adults cannot read, write, or do basic math above a third-grade level. [5]<\/li>\n<\/ol>\n

    You may want to use Chivers and Chivers statistical guide for numerically responsible journalists on page 166. Or maybe you want to consider the invitation to join the campaign: <\/span>howtoreadnumbers.com<\/span><\/a>. [6]<\/span><\/p>\n

    [1] Hembree, Ray. \u201cThe Nature, Effects, and Relief of Mathematics Anxiety.\u201d <\/span>Journal for Research in Mathematics Education<\/span><\/i> 21, no. 1 (1990): 33\u201346. <\/span>https:\/\/doi.org\/10.2307\/749455<\/span><\/a>.<\/span><\/p>\n

    [2] Chivers, Tom and David Chivers, <\/span>How to Read Numbers.<\/span><\/i> London: Weidenfeld & Nicolson, 2021, 4.<\/span><\/p>\n

    [3] Study Finds. <\/span>Third of adults still sleep with \u2018comfort object\u2019 from childhood, survey shows. <\/span><\/i>June 12, 2019 Accessed:\u00a0 February 5, 2023. <\/span>https:\/\/studyfinds.org\/third-adults-sleep-comfort-object-childhood\/<\/span><\/a><\/p>\n

    [4] Social Security Administration. <\/span>Top Five Names in Each of the Last 100 Years.<\/span><\/i>\u00a0 Accessed:\u00a0 February 5, 2023. <\/span>https:\/\/www.ssa.gov\/OACT\/babynames\/top5names.html<\/span><\/a><\/p>\n

    [5] ProLiteracy. <\/span>Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy. <\/span><\/i>Accessed:\u00a0 February 5, 2023. <\/span>https:\/\/proliteracy.org\/Portals\/0\/pdf\/PL_AdultLitFacts_US_flyer.pdf?ver=2016-05-06-145137-067<\/span><\/a><\/p>\n

    [6] Chivers, 171.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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