id: 06540186
dt: a
an: 2016b.00753
au: Lamb, Janeen; Visnovska, Jana
ti: Developing statistical numeracy: the model must make sense.
so: Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education
research and practice. Cultural, social and cognitive influences. Cham:
Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook).
International Perspectives on the Teaching and Learning of Mathematical
Modelling, 363-373 (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: K40 M10
ut: modeling; statistical numeracy; data analysis
ci:
li: doi:10.1007/978-3-319-18272-8_30
ab: Summary: Teaching statistical numeracy in middle school classrooms requires
high quality instruction that promotes opportunities to use mathematics
in modelling problem situations. In this chapter we report on a
professional development session that involved nine teachers from six
rural and remote high schools in Queensland, Australia. Results
indicate that some teachers focused on the mathematics they would
teach, limiting numeracy opportunities, while others focussed on making
sense of the problem by modelling, thereby promoting statistical
numeracy. This research suggests that ongoing learning opportunities
where such differences become the point of professional discussions are
needed to support teachersâ€™ understanding and appreciation of the
role of modelling in promoting statistical numeracy.
rv: