Primary school students' statistical thinking: a comparison of two australian states

A framework for teaching and assessing statistical thinking comprising four constructs and four levels for each construct, has been developed and the framework validated using data from 20 US students in Years 1 - 5. The same validation· procedures· were implemented in two different cohorts, totalling 40 subjects, of Australian students in Years 1 - 5. Lower levels of coherence were found. This paper reports the Australian data, seeks to address reasons for the differences and compares the levels of performance between the Australian and US students