ERIC Number: EJ1048256
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Reference Count: 38
Working at the Boundaries of Mathematics Education and Statistics Education Communities of Practice
Groth, Randall E.
Journal for Research in Mathematics Education, v46 n1 p4-16 Jan 2015
Statistics education has begun to mature as a discipline distinct from mathematics education, creating new perspectives on the teaching and learning of statistics. This commentary emphasizes the importance of coordinating perspectives from statistics education and mathematics education through boundary interactions between the two communities of practice. I argue that such interactions are particularly vital in shared problem spaces related to the teaching and learning of measurement, variability, and contextualized problems. Collaborative work within these shared problem spaces can contribute to the vitality of each discipline. Neglect of the shared problem spaces may contribute to insularity and have negative consequences for research and school curricula. Challenges of working at the boundaries are considered, and strategies for overcoming the challenges are proposed.
Descriptors: Communities of Practice, Mathematics Education, Statistics, Fused Curriculum, Measurement, Context Effect, State Standards, Performance Factors, Cooperative Programs, Teamwork, Educational Practices, Change Strategies, Elementary Secondary Education
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A