Developing E-Modules to Support Preservice Mathematics

Teachers’ Statistical ThinkingRick Hudson1, Hollylynne Lee2, Stephanie Casey3, William Finzer4,

Gemma Mojica2, Christina Azmy,2 and Adam Eide3

University of Southern Indiana1, North Carolina State University2 Eastern Michigan University3, Concord Consortium4

July 2018Kyoto, Japan

Setting the Context

• US Curriculum: Higher expectations for statistical content in secondary schools

• Higher Education: Interest and tools for online learning are changing

• Teacher Education: Greater emphasis on learning based on teacher practice

• New Teachers: Feel least prepared to teach statistics when compared to other (Lovett & Lee, 2017)

Online education

Need to support faculty in delivering high quality materials in an online learning environment.

E-modules that use multi-media approaches to learning

Preparing teachers in statistics

Many teacher education programs and faculty do not have access to high quality materials for preparing teachers to teach statistics.

Meeting the Needs

Enhancing Statistics Teacher Education through E-Modules (ESTEEM)

• Multi-institutional collaboration • Iterative design, development,

implementation, evaluation, and revision cycles

• Enhance capabilities of CODAP as an online tools for statistics education

• Create free curriculum materials for statistics teacher education packaged into online modules

ESTEEM Modular Approach

Foundation Module: Core ideas about

teaching statistics and how to support

students’ investigations

(16-18 hrs)

Association Module

Inferential Reasoning Module

Design PrinciplesCONTENT• Use of Free and Accessible Tools for Data Investigation

Free & Accessible Tools for Data InvestigationPrimary Tool: Common Online Data Analysis Platform (CODAP) http://codap.concord.org

Free & Accessible Tools for Data Investigation

Characteristics of CODAP• Open-source and web-based

• Data visualization capabilities

• Dynamically linked

• Permits investigation of hierarchically-structured data

Design PrinciplesCONTENT• Use of Free and Accessible Tools for Data Investigation• Investigation of Engaging, Real, Larger, and Messy Data Sets

Engaging, Real, Large, and Messy Data Sets

Contexts

• Rollercoasters• Vehicles• Granola Bars

www.tinyurl.com/153UScoasters

Design PrinciplesCONTENT• Use of Free and Accessible Tools for Data Investigation• Investigation of Engaging, Real, Larger, and Messy Data Sets• Connection to Classroom Practice through Videos

Connection to Classroom Practice through Videos

Expert Panel Discussions

Teacher Interviews

Classroom Videos

Videos of Student Thinking

Instructor-Led Videos

Video: Students’ Statistical ReasoningWatch as students in 6th and 7th grade explore this data set. This is the first time that students used CODAP to conduct a statistical investigation.

Small Group DiscussionDiscuss how the students reasoned statistically in relationship to the following ideas. Be sure to support your claims with evidence that includes what students did and said.a. The ways the context supports or hinders students’ statistical

thinking as they engage in the investigation.b. The ways they engaged in posing a question of interest to them.

Preservice Teacher Response“For part a, context supports the statistical thinking by giving the students a point to start. The younger students started with looking at the single point/coaster with the highest speed. The middle school students compared two variables in one graph and were able to make sense of it. Further, adding the third variable of type expands their thinking to say "Hmm... does type play a roll in the speed and/or drops for these coasters?" [sic]In regards to part b, younger students tended to look at only certain parts of each graph that they found interesting. They wanted to know what went the fastest, what had the longest drop, and which had inversions. The older the students got, the more they looked at the whole graph and more than one variable in the graph.”

Design PrinciplesCONTENT• Use of Free and Accessible Tools for Data Investigation• Investigation of Engaging, Real, Larger, and Messy Data Sets• Connection to Classroom Practice through Videos

DELIVERY• Organization & Structure

Organization & StructureEach Module has 2 Parts. Each part about 8 hours of material.Each Part has 3 Sections:

Read & Watch• Essential Materials: Readings, videos and quiz• Learn from Practice: videos with teachers and students!

Engage with Data• Active statistics investigation using CODAP or other tools• Focus on pedagogical aspects of investigations

Synthesize & Apply• Activities, reflections, discussions that help teachers connect ideas and

apply to practice of teaching

Organization & Structure

Reading & Expert Panel Video

Discussion Board

Classroom Video

Instructor-Led Video

CODAP Investigations

Web-based Reading and Videos

Video of Students Using CODAP & Discussion Board

Classroom Video & Reflection Paper

Video of Expert Teacher Panel

Design PrinciplesCONTENT• Use of Free and Accessible Tools for Data Investigation• Investigation of Engaging, Real, Larger, and Messy Data Sets• Connection to Classroom Practice through Videos

DELIVERY• Organization & Structure• Access & Delivery

Access & DeliveryMost common Learning Management Systems (LMSs) in the US• Moodle • BlackBoard• Canvas• Desire2Learn (D2L)

Design PrinciplesCONTENT• Use of Free and Accessible Tools for Data Investigation• Investigation of Engaging, Real, Larger, and Messy Data Sets• Connection to Classroom Practice through Videos

DELIVERY• Organization & Structure• Access & Delivery• Meaningful Interactions with Other PSMTs through Discussion

Discussion Board Example

Reflect on what you learned in this module about teaching and learning statistics. How does this compare with your own prior learning experiences with statistics (and/or teaching if you have previously taught statistics)? Make explicit connections to readings, videos, and your experience in the investigations.

Excerpt from Discussion BoardSTUDENT POST: I can relate to everything you have said in your post. Watching all of these videos from professors and classrooms teachers describing how statistics can be relevant and accessible in high school classrooms gave me much more confidence to apply it myself. I do think that statistics will be fun and exciting for students and not dread-inducing as it was for me. I think the fun and exciting part comes from the students being able to interpret the data and ask questions on their own.REPLY TO POST BY ANOTHER STUDENT: As you've mentioned, technology is a crucial component for doing this. Interacting with CODAP and TUVA in this module was an awesome experience because I had no idea that manipulating and visualizing data could be so easy. These apps also provide intuitive ways to share information and make comparisons almost instantaneously. They also build in some of the "what if" features that I like about other tools such as Desmos. Having these apps in my arsenal increase my confidence to make statistics accessible and relevant for high school students.

Design PrinciplesCONTENT• Use of Free and Accessible Tools for Data Investigation• Investigation of Engaging, Real, Larger, and Messy Data Sets• Connection to Classroom Practice through Videos

DELIVERY• Organization & Structure• Access & Delivery• Meaningful Interactions with Other PSMTs through Discussion

Accessing ESTEEM Materials

Interested in using ESTEEM materials?

• Go to hirise.fi.ncsu.edu/projects/esteem/• Follow the link to The PLACE at the Friday Institute• Create a Free account in The PLACE at the Friday Institute• Enroll for ESTEEM instructor access• View ESTEEM materials in Moodle or download modules into

your LMS

What do you wonder???

Principal Investigators:Hollylynne Lee, North Carolina State UniversityWilliam Finzer, The Concord ConsortiumStephanie Casey, Eastern Michigan UniversityRick Hudson, University of Southern Indiana

Research Associate:Gemma Mojica, North Carolina State University

This project is supported by the National Science Foundation under Grant No. DUE 1625713 awarded to North Carolina State University. Any opinions, findings, and conclusions or recommendations expressed herein are those of the principal investigators and do not necessarily reflect the views of the National Science Foundation.

hirise.fi.ncsu.edu/projects/esteem/