Home > Research > Publications & Outputs > Developing numeracy in criminology students thr...

Electronic data

Links

View graph of relations

Developing numeracy in criminology students through crime data.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Published

Standard

Developing numeracy in criminology students through crime data. / Humphreys, Leslie; Francis, Brian.

CETL-MSOR Conference 2008 Lancaster University 8th – 9th September Conference Proceedings. ed. / David Green. Birmingham, U.K. : The Maths, Stats & OR Network, 2009. p. 51-56.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Harvard

Humphreys, L & Francis, B 2009, Developing numeracy in criminology students through crime data. in D Green (ed.), CETL-MSOR Conference 2008 Lancaster University 8th – 9th September Conference Proceedings. The Maths, Stats & OR Network, Birmingham, U.K., pp. 51-56. <http://mathstore.ac.uk/repository/CETLMSOR2008_Proceedings.pdf>

APA

Humphreys, L., & Francis, B. (2009). Developing numeracy in criminology students through crime data. In D. Green (Ed.), CETL-MSOR Conference 2008 Lancaster University 8th – 9th September Conference Proceedings (pp. 51-56). The Maths, Stats & OR Network. http://mathstore.ac.uk/repository/CETLMSOR2008_Proceedings.pdf

Vancouver

Humphreys L, Francis B. Developing numeracy in criminology students through crime data. In Green D, editor, CETL-MSOR Conference 2008 Lancaster University 8th – 9th September Conference Proceedings. Birmingham, U.K.: The Maths, Stats & OR Network. 2009. p. 51-56

Author

Humphreys, Leslie ; Francis, Brian. / Developing numeracy in criminology students through crime data. CETL-MSOR Conference 2008 Lancaster University 8th – 9th September Conference Proceedings. editor / David Green. Birmingham, U.K. : The Maths, Stats & OR Network, 2009. pp. 51-56

Bibtex

@inbook{1e241a70b1d344d6a8622d380057cb20,
title = "Developing numeracy in criminology students through crime data.",
abstract = "Criminology students at Lancaster, as elsewhere, do not expect quantitative ideas to play a role in their undergraduate degree. Many have poor mathematical skills and have difficulty with the interpretation of data in numerical form. In parallel with this, the Economic and Social Research Council has recognised that many social science undergraduates are not exposed to mathematics and statistics in their degree courses, and this will lead to a lack of quantitative social science researchers for the future. The Council are thus funding the development of innovative undergraduate courses to tackle this problem.This paper describes the characteristics of an innovative course in criminology “Measuring Crime” which introduces second-year students to basic concepts of numeracy, graphics and reading and understanding tables, as well as the various sources of crime data and their similarities and contradictions. It introduces students to the idea of crime data as quantitative information rather than case studies or interviews. It encourages students to plot data and to understand and question the source of commonly voiced research statements. Statistical concepts such as trend lines are also introduced quietly through graphics. Although a shock for many students, the course is in general well received.",
author = "Leslie Humphreys and Brian Francis",
year = "2009",
language = "English",
isbn = "978-0-9555914-5-7",
pages = "51--56",
editor = "David Green",
booktitle = "CETL-MSOR Conference 2008 Lancaster University 8th – 9th September Conference Proceedings",
publisher = "The Maths, Stats & OR Network",

}

RIS

TY - CHAP

T1 - Developing numeracy in criminology students through crime data.

AU - Humphreys, Leslie

AU - Francis, Brian

PY - 2009

Y1 - 2009

N2 - Criminology students at Lancaster, as elsewhere, do not expect quantitative ideas to play a role in their undergraduate degree. Many have poor mathematical skills and have difficulty with the interpretation of data in numerical form. In parallel with this, the Economic and Social Research Council has recognised that many social science undergraduates are not exposed to mathematics and statistics in their degree courses, and this will lead to a lack of quantitative social science researchers for the future. The Council are thus funding the development of innovative undergraduate courses to tackle this problem.This paper describes the characteristics of an innovative course in criminology “Measuring Crime” which introduces second-year students to basic concepts of numeracy, graphics and reading and understanding tables, as well as the various sources of crime data and their similarities and contradictions. It introduces students to the idea of crime data as quantitative information rather than case studies or interviews. It encourages students to plot data and to understand and question the source of commonly voiced research statements. Statistical concepts such as trend lines are also introduced quietly through graphics. Although a shock for many students, the course is in general well received.

AB - Criminology students at Lancaster, as elsewhere, do not expect quantitative ideas to play a role in their undergraduate degree. Many have poor mathematical skills and have difficulty with the interpretation of data in numerical form. In parallel with this, the Economic and Social Research Council has recognised that many social science undergraduates are not exposed to mathematics and statistics in their degree courses, and this will lead to a lack of quantitative social science researchers for the future. The Council are thus funding the development of innovative undergraduate courses to tackle this problem.This paper describes the characteristics of an innovative course in criminology “Measuring Crime” which introduces second-year students to basic concepts of numeracy, graphics and reading and understanding tables, as well as the various sources of crime data and their similarities and contradictions. It introduces students to the idea of crime data as quantitative information rather than case studies or interviews. It encourages students to plot data and to understand and question the source of commonly voiced research statements. Statistical concepts such as trend lines are also introduced quietly through graphics. Although a shock for many students, the course is in general well received.

M3 - Chapter (peer-reviewed)

SN - 978-0-9555914-5-7

SP - 51

EP - 56

BT - CETL-MSOR Conference 2008 Lancaster University 8th – 9th September Conference Proceedings

A2 - Green, David

PB - The Maths, Stats & OR Network

CY - Birmingham, U.K.

ER -