A Teacher's Statistical Literacy Knowledge, Practice, and Identity

• In Event: AERA Poster Session 9
  In Poster Session: Mathematics Education Research (San Diego)

Abstract

Statistical literacy is increasingly becoming crucial for citizens in democratic societies. Despite its importance in our data-centric society, there has been limited work researching how to develop statistical literacy in public education; additionally, many teachers report not feeling confident in teaching statistics content. Our goal is to present initial findings of a design-based research project aimed at designing learning experiences for teachers of mathematics to become attuned to the concepts and practices of a critical statistical literacy. We analyze the participants assignments over the course of a semester in a master’s level Statistics & Probability methods course using the GAISE framework for knowledge, a critical statistical literacy framework for practice, and Aguirre et al.’s (2013) framework for identity.

Authors

• Travis Weiland, University of Houston

• Anita Sundrani, University of Houston