Stepping into Statistical Thinking

Autor/inn/en	Carlson, Mary Alice; Arnold, Elizabeth G.; Bolte, Barbara
Titel	Stepping into Statistical Thinking
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 113 (2020) 9, S.715-722 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Common Core State Standards; Mathematics Instruction; Teaching Methods; Statistics; Probability; Grade 8; Middle School Students; School Districts; Learning Processes; Lesson Plans + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Statistik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School district; Schulbezirk; Learning process; Lernprozess; Lesson planning; Unterrichtsplanung
Abstract	Emphasis in teaching and learning statistics has shifted from memorizing formulas and procedures to investigating situations, creating models, and using data to understand problems. The Common Core State Standards for Mathematics (CCSSM) (NGA Center and CCSSO 2010) Grade 8 Statistics and Probability content standards drive this point home. Students are to "interpret" scatterplots, "investigate" patterns, and "describe" relationships. In short, learning to do statistics is fundamentally about learning to think and communicate statistically. To engage middle school students in the processes and practices of statistics, the authors taught a multiday lesson based on the Footprint problem (Koellner-Clark and Lesh 2003; Imm and Lorber 2010) where students were presented with a mystery for which the only clue was a single footprint. Students had opportunities to "reason abstractly and quantitatively" as they used statistical tools to investigate the situation. For their final report, students used a teacher-created template to write a formal letter to the school district sharing their statistical findings and recommendations. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01