“I See Data Everywhere!” Using Community Asset Mapping to Develop Critical Place-Based Statistics Curricula

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Praxis in Otherwise Spaces (Table 13)

Abstract

This qualitative study explores how seven high school math teachers used asset mapping to plan place-based statistics curricula. Framed through critical pedagogy of place, data sources include participant generated asset maps, written reflections, and work samples. Findings indicate that asset mapping can be a tool for developing place-based statistics curricula, that the community can be a resource for authentic data, and the collaborative nature of asset mapping is helpful for planning statistics curricula. While this is an initial study in this area, it is significant because it finds that asset mapping is a viable curriculum planning tool for connecting high school statistics content to students’ community where not much work has been done in this area previously.

Authors

• Laura Shelton, University of Houston

• Travis Weiland, University of North Carolina - Charlotte