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Teaching Statistics For Social Justice - An Autoethnographic Research Report, Sheffield L. Dacia, Sierra Brooks, Basil M. Conway, Ha Nguyen
Teaching Statistics For Social Justice - An Autoethnographic Research Report, Sheffield L. Dacia, Sierra Brooks, Basil M. Conway, Ha Nguyen
Georgia Educational Researcher
The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors’ personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics …
Conceptualizing And Interpreting Mean And Median With Future Teachers, Eryn M. Stehr, Ha Nguyen, Gregory Chamblee, Sharon Taylor
Conceptualizing And Interpreting Mean And Median With Future Teachers, Eryn M. Stehr, Ha Nguyen, Gregory Chamblee, Sharon Taylor
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Mathematical Education of Teachers II (METII), echoed by the American Statistical Association publication, Statistical Education of Teachers, recommended teacher preparation programs support future teachers in developing deep understandings of mean and median, such that middle grades teachers may use them to “summarize, describe, and compare distributions” (Conference Board of Mathematical Sciences, 2012, p. 44; Franklin et al., 2015). Georgia Standards of Excellence require statistical reasoning from students beginning as early as 6-7 years old, including interpretation of measures of center and statistical reasoning about best measures of center (Georgia Department of Education, 2015). This level of understanding and interpretation of …
Using School Choice To Connect To Mathematics Learning In A Statistics And Probability Course For K-8 Pre-Service Teachers, Ha Nguyen, Heidi Eisenreich
Using School Choice To Connect To Mathematics Learning In A Statistics And Probability Course For K-8 Pre-Service Teachers, Ha Nguyen, Heidi Eisenreich
Georgia Educational Researcher
This pilot qualitative study explored K-8 pre-service teachers (PSTs)’ learning experience in a Statistics and Probability course and their ability to make connections between mathematics and their everyday lives when given opportunities to investigate mathematics through a social issue. Data from student surveys, assessments, and written reflections will be reported, analyzed, and discussed. The researchers also describe approaches and reflect upon experiences for PSTs while studying school choice voucher programs.