Using transformative technology to teach central tendency and promote equity
DOI:
https://doi.org/10.52041/iase24.101Abstract
This paper documents the design and enactment of a lesson using technology to advance ambitious and equitable statistics learning in a high school mathematics class for students of color living in poverty. The lesson was appraised using Equity-centered Transformative Technology (EQTTech) Lesson Analysis Tool, with special emphasis on the development of authority, identity, and agency. Our analysis shows how technology can support the development of positive mathematical identity, a sense of authority, and the growth of student agency in statistics instruction.References
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