Using Digital Tools to Support Elementary Teachers Development of Data Science Literacy

• In Event: Supporting Teachers to Engage in Meaningful Data Literacy and Data Science Practices Across Disciplines

Abstract

Objectives
Data science literacy is essential in K–12 education (Shreiner, 2017); however, more research is needed to explore how elementary teachers engage in this domain. Through a professional development (PD) aimed at supporting elementary teachers in developing data reasoning, we found that when two elements of the PD design principles (DP), “appropriate tools” and “real-world data”, are integrated, teachers start to position both themselves and their students as capable data reasoners. Our study investigates the question, “Which digital tools do elementary teachers identify as meaningful in supporting their development of data literacy?”

Conceptual Framework
The strategic use of digital tools supports students in learning mathematics and data science (Bargagliotti et al., 2021; NCTM, 2015). Based on this literature we use the DP: real data and appropriate technology tools must be a part of the design of data investigations for authentic practice. This principle asserts that data reasoning should be grounded in real-world contexts, and that technology is seen not only as a means of delivery, but as a mediating artifact (Fadeev, 2019) that shapes how teachers engage in data reasoning.

Methods & Data Sources
This study is from a design-based research (DBR) project where elementary teachers engaged in four 90-minute PD sessions focused on data science through the context of climate change. 16 of 26 teachers consented to participate in the study. Data sources included end-of-session reflection surveys, one 90-minute focus group, and pre/post surveys. Data were analyzed using inductive coding to identify patterns; codes were grouped into categories used to deductively analyze and identify ways teacher-participants described technology use in the PD.

Results and Substantiated Conclusions
There were two primary themes that emerged which describe technologies teachers find useful: 1) digital tools to explore data, and 2) websites with ready-made teaching materials. In tools to explore data, the teachers described the practicality of making explicit hands-on-to-technology connections between having students create data visualizations with manipulatives and then transferring them to the digital tool. For example, when asked about virtual manipulatives like Polypad, one teacher stated “I want to try reviving my unifix cubes to use for data and I also want to check out the virtual manipulatives with my class.” while another said “This felt relevant and like something I could take to my kinders tomorrow.” Teachers also specifically called out websites like Desmos and Slow Reveal Graphs.

In the second theme, the teachers described needing data science lessons that do not require much prep. In the reflections, one teacher stated “I would love some projects with lesson plans to implement in my classroom that are not too much prep.” Table 2.1 provides more details regarding the tools we introduced in the PD and how the teachers identified using them.

Our findings are significant to help bring data science education into elementary grades by providing ideas for teachers to support young learners’ development as they move from concrete to abstract in their understanding and manipulation of data and support with identifying relevant curricular material that can be integrated.

Authors

• Laura Shelton, University of Houston

• Mandana Delavari, University of Houston

• Travis Weiland, University of North Carolina - Charlotte

• Caitlin Ireland, University of North Carolina - Charlotte