An initial exploration of teacher integration of interactive technology in statistics education
DOI:
https://doi.org/10.52041/iase25.103Abstract
Our study explored how secondary mathematics teachers integrate the DOTS applet, a digital tool designed to support distributional reasoning, into statistics tasks. Three pre-service and in-service teachers participated in a retrospective qualitative case study, where they created and reflected on tasks that integrated the applet. Qualitative content analysis of the teachers’ written submissions focused on technology integration and the development of distributional reasoning. Results revealed both similarities, such as promoting interactive engagement, and differences, including the use of context, conceptual focus, and the balance between exploration and guidance. These findings highlight that the same technology can be used in diverse ways to support student learning, emphasizing the importance of intentional task design aligned with specific learning objectives. This research contributes to STEAM education by providing indications of how teachers’ pedagogical intentions shape the integration of technology in statistics education.References
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