Using Technology to Rethink the Intersection of Statistics Education and Social Justice

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Author(s): Lisa L. Poling (Appalachian State University, USA), Nirmala Naresh (Miami University, USA)and Tracy J. Goodson-Espy (Appalachian State University, USA)
Copyright: 2016
Pages: 22
Source title: Improving K-12 STEM Education Outcomes through Technological Integration
Source Author(s)/Editor(s): Michael J. Urban (Bemidji State University, USA)and David A. Falvo (Walden University, USA)
DOI: 10.4018/978-1-4666-9616-7.ch012

Keywords: Education / Educational Technologies / Information Science Reference / STEM Education

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Abstract

A critical consumer is able to ask questions and discern information about data—its collection and analysis, and is able to judge whether conclusions are warranted (GAISE, 2007; Best, 2001). Promoting statistical knowledge by exploring social issues that create disparities helps individuals foster initiative for positive change and engage in equitable practices (Moses & Cobb, 2001; Gutstein, 2006). This chapter explains investigations suitable for use with pre-service/in-service teachers and middle school or high school students. Investigations were structured to help participants: 1) Engage in statistical problem solving using real data; 2) Focus on the process of statistical investigation (Rossman & Chance, 2012); and 3) Consider statistics as a means of promoting social change. A description of investigations and sample artifacts are included.

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Using Technology to Rethink the Intersection of Statistics Education and Social Justice

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