This 4-year research project will:
(1) survey the present situation of teaching and learning statistics at the Swedish secondary level (grades 7–9 and 10–12);
(2) develop a theoretical and empirically validated framework for designing learning opportunities of statistics for students based on a modeling perspective integrating ICT-tools and informal ways of inferential reasoning;
(3) provide new teaching practices and ways for teaching and learning statistics at the secondary level in terms of sequences of structurally related modeling tasks focusing on given statistics curricula content.
Survey (1) uses the IEA framework and mixed methods to analyze curricula documents, textbooks and teaching materials, interviews with teachers, classroom observations, and national assessments test-scores.
Objectives (2) and (3) are pursued using a design-based research methodology were researchers and participating teachers develop, implement and evaluate sequences of modeling tasks on statistics with special emphasis on the use of ICT-tools and informal ways of inferential reasoning. Using a multi-tier research design, data from three iteration over three years documenting the design phase, the planned and implemented sequences of the modeling task, and the students’ achievements are iteratively analyzed to improve the and refine the sequences of tasks and the emerging theoretical framework.
The research will enhance theory and practice needed to better support students learning statistics.
(1) survey the present situation of teaching and learning statistics at the Swedish secondary level (grades 7–9 and 10–12);
(2) develop a theoretical and empirically validated framework for designing learning opportunities of statistics for students based on a modeling perspective integrating ICT-tools and informal ways of inferential reasoning;
(3) provide new teaching practices and ways for teaching and learning statistics at the secondary level in terms of sequences of structurally related modeling tasks focusing on given statistics curricula content.
Survey (1) uses the IEA framework and mixed methods to analyze curricula documents, textbooks and teaching materials, interviews with teachers, classroom observations, and national assessments test-scores.
Objectives (2) and (3) are pursued using a design-based research methodology were researchers and participating teachers develop, implement and evaluate sequences of modeling tasks on statistics with special emphasis on the use of ICT-tools and informal ways of inferential reasoning. Using a multi-tier research design, data from three iteration over three years documenting the design phase, the planned and implemented sequences of the modeling task, and the students’ achievements are iteratively analyzed to improve the and refine the sequences of tasks and the emerging theoretical framework.
The research will enhance theory and practice needed to better support students learning statistics.
