A model of evidentiary practices based on secondary students’ evaluation of media claims using complex data

Abstract The practices required to evaluate claims in the media based on mathematics and statistics are essential for informed citizenship. How the mathematical and statistical capabilities developed in school translate into these practices, however, is not well understood. In this article, we present a typology and related model of evidentiary practices based on Australian Year 10 students’ evaluation of media claims about global poverty using complex datasets. The typology and model were developed via a synthesis of research literature and an iterative process of data collection and analysis. Data drew on transcriptions of computer screen casting of student activity when working on a task based on two media items with conflicting claims. Students were provided with access to four publicly accessible datasets from credible sources. Analysis identified how students drew upon evidentiary practices when evaluating media items.