Canadian School Administrators' Statistical Reasoning about Probability, Effect, and Representativeness

How do Canadian school leaders interpret data to inform their decisions? they reason with probability concepts? These are the questions we investigating in first year of this longitudinal bilingual project conducted Alberta, British Columbia, and Ontario. Our theoretical framework is inspired by semiotic perspective Charles Sanders Peirce (1839-1914) which suggests that interpretation a triadic process integrated social context puts relation sign, an object, interpretant. To end, two individual interviews asked 10 English-speaking 9 French-speaking some about presented tabular form (mock on class level student performance health data), line graph (PISA 2018 report reading scores from 2009 2018) box plots different countries). preliminary results reveal principal’s abductively when it comes interpreting statistics want know or story behind numbers before making any decisions. Also, prefer collaboratively colleagues feel more comfortable grouped tables graphs. They considered themselves "data-driven" but not statisticians use verbal terms rather than ratios percentages (e.g., high probability, likelihood, odds) express probabilistic ideas. In next years, will study how professional experiences influence conceptions causality sampling representativeness.