1) That’s a good point, but I was thinking about how to improve the high school maths syllabus, not so much about high school in general. I don’t have any strong opinions on removing literature instead if it were one or the other. However, I do have other ideas for literature. I’d replace literature with a subject that is half writing/giving speeches about what students are passionate about and half reading books mostly just for participation marks. I’d have the kinds of things students currently do in literature part of an elective only.
2) p-testing is a rather mechanised process. It’s exactly the kind of thing high school is good at teaching. Basic Bayesian statistics only has one key formula (although it has another form). Even if there is a need for prerequisite units in order to prepare students, it still seems worthwhile.
Do you think that the mechanic act of plugging in numbers into formula’s is more important than the conceptual act of understanding what a statistical test actually means?
In terms of use, most people only need to know a few basic facts like “a p-value is not a probability”, which high school teachers should be able to handle. Those who seriously need statistics could cover at a higher level at university and gain the conceptual understanding there.
It seems that a lot of people who have lessons that cover students t-test come out of them believer that the p-value is the probability that the claim is true. I would expect that most students of high school classes don’t go out of the classes with a correct understanding
1) That’s a good point, but I was thinking about how to improve the high school maths syllabus, not so much about high school in general. I don’t have any strong opinions on removing literature instead if it were one or the other. However, I do have other ideas for literature. I’d replace literature with a subject that is half writing/giving speeches about what students are passionate about and half reading books mostly just for participation marks. I’d have the kinds of things students currently do in literature part of an elective only.
2) p-testing is a rather mechanised process. It’s exactly the kind of thing high school is good at teaching. Basic Bayesian statistics only has one key formula (although it has another form). Even if there is a need for prerequisite units in order to prepare students, it still seems worthwhile.
Do you think that the mechanic act of plugging in numbers into formula’s is more important than the conceptual act of understanding what a statistical test actually means?
In terms of use, most people only need to know a few basic facts like “a p-value is not a probability”, which high school teachers should be able to handle. Those who seriously need statistics could cover at a higher level at university and gain the conceptual understanding there.
It seems that a lot of people who have lessons that cover students t-test come out of them believer that the p-value is the probability that the claim is true. I would expect that most students of high school classes don’t go out of the classes with a correct understanding
Meta: Downvoted because this is not a question.
I think that your “solution” is the right one. I don’t think there’s any reason to believe it was.
“It’s going to be a disaster,” you say. “And it’s always a disaster.”