Milo Schield (Augsburg University)
Information
Statistical literacy studies the resilience of social statistics. What do consumers (students in non-quantitative majors) need to know about statistics to be informed citizens?
In the everyday media: Which is more common: experiments or observational studies? Which is more relevant: randomness or confounding? Which is a bigger influence: bias or assembly?
Should students be taught what it means to "take into account" (control for) something? Can students work problems where they control for the influence of a measured confounder without needing a computer? Should students study the difference between disparity and discrimination? Should students analyze issues involving systemic disparities?