Exploring Statistics Teaching and Practices in High School Intermediate Algebra


Maria Cruciani (Michigan State University), Elizabeth G. Arnold (Montana State University), Jennifer L. Green (Michigan State University)


Location: Memorial Union Great Hall

Abstract

 

Background. PK-12 statistics education is evolving to address the critical need for developing students’ statistical literacy in an increasingly data-driven world. To facilitate this development, national recommendations, including the Guidelines for Assessment and Instruction in Statistics Education II report, have identified the importance of increasing students’ exposure and engagement with statistics throughout their PK-12 mathematics education. Additionally, recommendations to integrate statistics using a data-analytic and simulation-based approach leaves many mathematics teachers to navigate potentially new and unfamiliar content and practices when teaching statistics in mathematics courses, such as high school Intermediate Algebra, where there are several new statistics content standards. Our research study aimed to learn about the ways in which high school mathematics teachers across the United States are teaching statistics in Intermediate Algebra.

 

Methods. We adapted Lee and Harrison’s (2021) survey about AP Statistics teachers’ professional learning, practices, and beliefs to learn about statistics teaching, learning, and assessment in high school Intermediate Algebra courses. We collected survey data from Intermediate Algebra teachers across the U.S. and conducted follow-up interviews with 11 participants. We qualitatively and quantitatively analyzed the data, summarizing (1) the ways in which teachers are (or are not) teaching statistics in Intermediate Algebra, (2) the reasons for teachers’ inclusion (or exclusion) of statistics content in Intermediate Algebra, and (3) the ways in which teachers were prepared (or not prepared) to teach statistics. 

 

Findings. Findings suggest that many high school mathematics teachers were motivated to teach statistics in their Intermediate Algebra courses because of the subject’s real-world relevancy and their desire to improve the statistical literacy of their students. Those who did not teach statistics were constrained by time and a need to get through the “necessary content” before their students completed standardized tests. Furthermore, we found that teachers’ use of simulation, as an instructional tool, when teaching statistics varied. Many teachers cited a lack of training and familiarity with teaching statistics using simulation-based approaches.


Implications For Teaching and For Research. With a heavy emphasis on statistics content now included in national and state standards, it’s important that high school mathematics teachers are prepared and supported to teach statistics. The results from this study provide insight into how and when statistics concepts are being taught within high school mathematics courses such as Intermediate Algebra, and what preparation and resources have helped or hindered high school mathematics teachers’ statistics instruction. These results have the potential to inform strategies to strengthen the statistical preparation and professional development of mathematics teachers who are equipped to support their own students’ statistical literacy skills.


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