Designing Data and Statistics Co-Explorations for Students and Teachers

• In Event: Engaging Students in Mathematical Thinking

Abstract

Mathematics teachers strive to help their students understand and master applications of difficult concepts. Nevertheless, it is important to question what understandings teachers themselves bring to these difficult concepts, particularly in statistics education, as mathematics teachers rarely receive the pre- or in-service training in statistics education necessary for understanding the context-dependent nuances of the domain. This design-based research study reports on the design and implementation of task-participant structures utilizing an adapted thinking routine that enable both students and teacher to co-explore the complexities of statistics. As countries continue to emphasize statistics as part of math curricula, this study helps shift the focus from learning content to helping teachers and students understand the contextual nuance of statistics.

Author

• Amanda Riske, Arizona State University