CAREER: Designing Meaningful Learning Experiences for Statistical Literacy in Secondary Mathematics

统计和数据科学对于知情的公民和STEM专业越来越必要。学习统计学概念需要了解统计学和数据是如何用于解释和描述真实的世界情况下的模式。随着初中和高中数学课程包括更多的统计数据，教师将需要支持，以发展知识和资源，教学统计概念和应用。在任何学习环境中，学生利用自己的知识和经验来理解新的主题和概念。该项目将让学生和教师找到有意义的方法，使用统计推理来进行基于数据的论证，并对他们在社会中观察到的模式进行推理。该职业奖由Discovery Research preK-12计划（DRK-12）资助，旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究和为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该项目考察了结合统计推理和思维的统计素养的发展。重点是设计和完善一个支持教师统计素养发展的经验性变革理论。在这种情况下，关键的统计素养还包括学生如何以基于他们的经验和对世界的理解的方式学习统计。学生和教师的统计素养有助于利用数据收集和分析来解释和解释社会现象。学生应准备发展数据为基础的论点解释和解释真实的现象。该项目将利用教师专业学习社区来学习统计知识，并为学生积累学习经验。这项研究将探讨教师的知识发展和他们对学生的统计学习经验的使用。数据收集包括定量和定性来源。这些包括专业学习社区的视频分析，教师统计知识的测量，以及与学生课堂互动的证据。该奖项全部或部分由2021年美国救援计划法案（公法117 - 2）资助。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Statistics and data science are increasingly necessary for an informed citizenry and for STEM professions. Learning about statistics concepts requires understanding how statistics and data are used in to interpret and describe patterns in real world situations. As middle and high school math classes include more statistics, teachers will need support in developing knowledge and resources for teaching statistical concepts and applications. In any learning context, students draw on their own knowledge and experience to understand new topics and concepts. This project will engage students and teachers in finding meaningful ways to use statistical reasoning to make data-based arguments and reason about patterns they observe in society. This CAREER award is funded by the Discovery Research preK-12 program (DRK-12) which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.The project examines the development of statistical literacy that combines statistical reasoning and thinking. The focus is in designing and refining an empirical theory of change for supporting the development of teachers’ statistical literacy. In this case a critical statistical literacy also includes how students learn about statistics in ways that are grounded in their experience and understanding of the world. Statistical literacy for students and teachers helps interpret and explain social phenomena using data collection and analysis. Students should be prepared to develop data-based arguments for interpreting and explaining real phenomenon. The project will use professional learning communities for teachers to learn about statistical literacy and develop learning experiences for their students. The research will examine teachers’ knowledge development and their use of statistical learning experiences for students. The data collection includes quantitative and qualitative sources. These include video analysis of the professional learning communities, measures of teachers’ statistical knowledge, and evidence from classroom interactions with students. This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.