Community, Design, and Data Reasoning in Youth Data Visualization Practices

Session Type: Symposium

Abstract

In this session, we argue that data exploration should be grounded in the personal, social, and cultural contexts in which data occur, an approach that makes data more meaningful to individuals and supports critical data literacies. This session introduces research associated with the Mathematizing, Visualizing, and Power project, a project that seeks to develop statistical artistry among young people and enable these youth to share their data visualizations with their communities for collective reflection and understanding. During this session, we will (1) explore the diverse ways in which youth engage with and make meaning of data, (2) document how data visualizations open up opportunities for dialogue and learning, and (3) discuss the implications for designing youth and community data engagement.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Lynn L. Hodge, University of Tennessee

Papers

• Data Reasoning With Self-Authored Visualization in the MVP (Mathematizing, Visualizing, and Power) Project - Yilang Zhao, University at Buffalo - SUNY

• Reconstructing Community Culture Through Data Artist Visualizations - Elizabeth B. Dyer, University of Illinois at Urbana-Champaign; Thura Mack, University of Tennessee; Lynn L. Hodge, University of Tennessee

• Ambiguity, Aesthetics, and Desire: Youth Data Visualization Practices - Joy Gaulden Bertling, University of Tennessee