Modeling equity using multiple technologies for teaching statistics with preservice teachers
DOI:
https://doi.org/10.52041/iase25.114Abstract
Mathematical knowledge for teaching requires strong content knowledge, yet statistical content knowledge is often overlooked in elementary teacher education. Many elementary preservice teachers (PSTs) struggle with core statistical concepts like mean and median, and even those with strong content knowledge may lack effective teaching strategies. This study describes the design and implementation of a statistics lesson aimed at promoting equitable learning experiences using technologies such as GeoGebra and Padlet. Data collected included the mathematical work and reflections of 27 PSTs, video recordings of the lesson, and observers’ field notes; all were analyzed using qualitative methods. Analysis showed that technology-supported statistics learning encouraged understanding of statistical concepts for PSTs as learners, and that reflecting on pedagogical strategies used in the lesson allowed PSTs to analyze the lesson as future teachers. These findings underscore the need for teacher preparation courses that emphasize both content and pedagogy in teaching statistics.References
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