Enhancing Statistics Teacher Education with E-Modules

大多数统计概念都是在本已人满为患的中学数学课程中由数学教师教授的，他们往往没有做好教授统计学的准备。为了解决这一问题，用E-模块加强统计学教师教育[RESPEEM]项目将通过为教师提供技术和课程资源、网络经验和持续支持，促进将统计学内容和教学方法注入本科数学教师培训。该项目将应对中等教育和教师培训方面的最新趋势，包括：1)使用动态统计工具分析数据；2)转向移动技术，这导致学校倾向于不需要安装在线软件；3)高等教育中迅速扩大在线和混合课程。由于该项目的实施，职前中学数学教师将能够更好地利用在线工具教授统计学。这将加强6-12年级学生在统计和数据素养方面的准备，并将管道输送到数据密集型STEM学科。尊重项目将解决三个主要目标。首先，该项目将创建在线资源，以支持职前教师学习统计内容、教学法和技术工具。将制作师生参与统计的视频和专家讨论。第二，该项目将设计编制私营部门会计准则的模块和方法。新创建的资源、视频和材料将打包到不同的在线模块和课程中。模块和资源将通过专业组织传播，尊重将在全国专业会议之前主办教师专业学习研讨会。第三，Desiem项目将审查资源和模块如何融入本科课程，审查PSMT在教授统计学内容方面的准备情况，并探索机构使用在线资源和模块的可持续模式。Estiem打包在线资源和电子模块的解决方案将更好地为数学教师教育工作者配备课程资源。尊重评估和研究将提供更深入的洞察，了解私营军校对具体统计主题的内容和教学方法的理解的性质；私营军校如何设计基于通用在线数据分析平台[CODAP]的统计活动；哪些活动和资源最能支持私营军校学习教授统计学；以及确定有效和可持续的模式来包装在线资源，供其他STEM教师教育计划使用。

Most statistical concepts are taught within an already packed secondary mathematics curriculum by mathematics teachers who are often underprepared to teach statistics. To address this issue, the Enhancing Statistics Teacher Education with E-Modules [ESTEEM] project will facilitate the infusion of statistics content and pedagogy into undergraduate mathematics teacher preparation by providing faculty with technological and curricular resources, networking experiences, and ongoing support. The ESTEEM project will address recent trends in secondary education and teacher preparation, including: 1) use of dynamic statistics tools to analyze data; 2) a shift to mobile technology which has caused schools to favor online software requiring no installation; and 3) the rapid expansion of online and hybrid courses in higher education. As a result of the ESTEEM project, preservice secondary mathematics teachers [PSMTs] will be better equipped to teach statistics with online tools. This will lead to stronger preparation of grades 6-12 students in statistics and data literacy, and feed the pipeline into data intensive STEM disciplines. The ESTEEM project will address three primary goals. First, the project will create online resources to support preservice teachers' learning of statistics content, pedagogy, and technology tools. Videos of teachers and students engaged in statistics, and expert discussions will be created. Second, the project will design modules and approaches for the preparation of PSMTs. Newly created resources, videos, and materials will be packaged into different online modules and courses. Modules and resources will be disseminated through professional organizations, and ESTEEM will host faculty professional learning seminars prior to national professional conferences. Third, the ESTEEM project will examine how resources and modules are integrated into undergraduate curriculum, examine how well prepared PSMTs are to teach statistics content, and explore sustainable models for institutions using online resources and modules. ESTEEM's solutions to packaging online resources and e-modules will better equip mathematics teacher educators with curricular resources. ESTEEM evaluation and research will provide greater insights into the nature of PSMTs' understandings of content and pedagogy of specific statistical topics; how PSMTs design Common Online Data Analysis Platform [CODAP] based statistics activities; what activities and resources best support PSMTs' learning to teach statistics; and determining effective and sustainable models for packaging online resources for use in other STEM teacher education programs.