Abstract

Statistics lessons in elementary and middle-grade mathematics classrooms are rare compared to other curriculum areas such as geometry. As a result, there have been very few opportunities for researchers to collect, measure, and analyze them. Secondary analysis of videotaped lessons from the United States and other countries around the world was conducted utilizing analytic tools that capture key elements around teaching multilingual learners. Preliminary results show that these analytic tools need to be adjusted to measure practices that are specific to statistics and data science. An initial framework and observational rubric will be presented as the first step in the process of investigating how multilingual statistics classrooms at the school level are characterized. This has a potential impact on the field of statistics teacher education and curriculum development, especially for countries with a significant number of multilingual learners.

Authors: M. Alejandra Sorto and Candince Hamilton, Texas State University
IASE Contribution