
06540186
a
2016b.00753
Lamb, Janeen
Visnovska, Jana
Developing statistical numeracy: the model must make sense.
Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education research and practice. Cultural, social and cognitive influences. Cham: Springer (ISBN 9783319182711/hbk; 9783319182728/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 363373 (2015).
2015
Cham: Springer
EN
K40
M10
modeling
statistical numeracy
data analysis
doi:10.1007/9783319182728_30
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 teachers' understanding and appreciation of the role of modelling in promoting statistical numeracy.