A High School Statistics Class Investigates the Death Penalty

Autor/in	Brelias, Anastasia
Titel	A High School Statistics Class Investigates the Death Penalty
Quelle	In: Mathematics Teacher, 108 (2015) 9, S.704-708 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Secondary School Mathematics; High Schools; Mathematics Curriculum; Statistics; Social Problems; High School Students; Teaching Methods; Racial Bias; Social Bias; Death; Punishment; Inquiry; Interdisciplinary Approach; Hypothesis Testing; Observation; Interviews + Suchen Sie Ihr Suchwort? High school; Oberschule; Statistik; Social problem; Soziales Problem; High schools; Student; Students; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Rassismus; Sterbefall; Tod; Todesfall; Bestrafung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hypothesenprüfung; Hypothesentest; Beobachtung; Interviewing; Interviewtechnik
Abstract	Recommendations for reforming high school mathematics curricula emphasize the importance of engaging students in mathematical investigations of societal issues (CCSSI [Common Core State Standards Initiative] 2010; NCTM [National Council of Teachers of Mathematics] 2000). Proponents argue that these investigations can positively influence students' social awareness and their perceptions of the use of mathematics for understanding societal problems (Frankenstein 1997; Gutstein 2006; Skovsmose 1994). In this article, I share results from my analysis of high school students' experiences as they participated in an investigation of racial bias and the death penalty. Although this classroom investigation took place about ten years ago, the lessons from students' experiences are still relevant today. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01