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ERIC Number: EJ1096198
Record Type: Journal
Publication Date: 2016-Feb
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1072-0839
EISSN: N/A
Invention Activities Support Statistical Reasoning
Smith, Carmen Petrick; Kenlan, Kris
Mathematics Teaching in the Middle School, v21 n6 p358-363 Feb 2016
Students' experiences with statistics and data analysis in middle school are often limited to little more than making and interpreting graphs. Although students may develop fluency in statistical procedures and vocabulary, they frequently lack the skills necessary to apply statistical reasoning in situations other than clear-cut textbook examples. This led the authors, a classroom teacher and a university researcher, to redesign a twelve-day statistics unit to give their sixth-grade students opportunities to apply statistical reasoning to meaningful problems, make sense of messy data, deal with uncertainty, and interpret results within context. To guide their redesign, they turned to the GAISE Report, the Guidelines for Assessment and Instruction in Statistics Education (Franklin et al. 2007), which proposes a framework for learning statistics as an investigative problem-solving process rather than as a set of disconnected formulas and graphs. This active process includes formulating questions, collecting data, choosing and applying appropriate methods of analysis, and interpreting results. In this article, Students investigate how well an online game helps them learn. (A bibliography is included.)
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: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A