Developing Statistical Thinking Using Experiential Learning While Learning to Teach Secondary School Statistics

Margaret Marshman; Peter K Dunn

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Developing Statistical Thinking Using Experiential Learning While Learning to Teach Secondary School Statistics

Journal article

Peer reviewed

Developing Statistical Thinking Using Experiential Learning While Learning to Teach Secondary School Statistics

Margaret Marshman and Peter K Dunn

Mathematics Teacher Education and Development, Vol.26(2), pp.1-17

2024

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https://mted.merga.net.au/index.php/mted/article/view/1168View

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Abstract

experiential learning

mathematics teacher education

measures of average

preservice teachers

sampling

statistical thinking

Secondary preservice teachers’ experiences in their discipline studies may lead to preconceived ideas about appropriate pedagogies without understanding how to implement them. In our experience, many students claimed to be using an experiential learning pedagogy in their lesson planning when they were teaching directly from the textbook. Experiential learning is the underlying pedagogy used in Outdoor and Environmental Studies. It occurs through active engagement in an experience and subsequent reflection on the experience. In this article we present two teaching activities—Random and non-random sampling, and An appropriate measure of centre (mean or median)—to illustrate how the experiential learning cycle could be used to develop statistical thinking as part of a course learning how to teach secondary mathematics. In interviews, secondary mathematics preservice teachers described how they planned to address students’ misconceptions and develop students' statistical thinking in the future. The findings suggest that engaging in contextually specific abstract conceptualisation can develop statistical thinking.

Details

Title: Developing Statistical Thinking Using Experiential Learning While Learning to Teach Secondary School Statistics
Authors: Margaret Marshman (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Peter K Dunn - University of the Sunshine Coast, Queensland, School of Science, Technology and Engineering
Publication details: Mathematics Teacher Education and Development, Vol.26(2), pp.1-17
Publisher: Mathematics Education Research Group of Australasia, Inc.
Date published: 2024
ISSN: 2203-1499
Organisation Unit: School of Education and Tertiary Access; School of Science, Technology and Engineering
Language: English
Record Identifier: 991093497402621
Output Type: Journal article

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