ERIC Number: EJ1000371
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 42
How Well Do the NSF Funded Elementary Mathematics Curricula Align with the GAISE Report Recommendations?
Bargagliotti, Anna E.
Journal of Statistics Education, v20 n3 2012
Statistics and probability have become an integral part of mathematics education. Therefore it is important to understand whether curricular materials adequately represent statistical ideas. The "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) report (Franklin, Kader, Mewborn, Moreno, Peck, Perry, & Scheaffer, 2007), endorsed by the American Statistical Association, provides a two-dimensional (process and level) framework for statistical learning. This paper examines whether the statistics content contained in the NSF funded elementary curricula "Investigations in Number, Data, and Space, Math Trailblazers," and "Everyday Mathematics" aligns with the GAISE recommendations. Results indicate that there are differences in the approaches used as well as the GAISE components emphasized among the curricula. In light of the fact that the new Common Core State Standards have placed little emphasis in statistics in the elementary grades, it is important to ensure that the minimal amount of statistics that is presented aligns well with the recommendations put forth by the statistics community. The results in this paper provide insight as to the type of statistical preparation students receive when using the NSF funded elementary curricula. As the Common Core places great emphasis on statistics in the middle grades, these results can be used to inform whether students will be prepared for the middle school Common Core goals. (Contains 3 tables and 1 footnote.)
Descriptors: Elementary School Mathematics, Alignment (Education), Probability, Statistics, Guidelines, Data Interpretation, Data Analysis, Data Collection, Questioning Techniques
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A