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| Autor/inn/en | Arnold, Elizabeth G.; Green, Jennifer L. |
|---|---|
| Titel | Exploring the Use of Statistics Curricula with Annotated Lesson Notes |
| Quelle | In: Journal of Statistics and Data Science Education, 31 (2023) 2, S.162-172 (11 Seiten)
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| Zusatzinformation | ORCID (Arnold, Elizabeth G.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1080/26939169.2022.2099486 |
| Schlagwörter | Statistics Education; Lesson Plans; Documentation; Notetaking; Secondary School Teachers; Mathematics Teachers; Algebra; Affordances; Curriculum Development; Curriculum Implementation; Mathematics Curriculum |
| Abstract | In K-12 statistics education, there is a call to integrate statistics content standards throughout a mathematics curriculum and to teach these standards from a data analytic perspective. Annotated lesson notes within a lesson plan are a freely available resource to provide teachers support when navigating potentially unfamiliar statistics content and teaching practices. We identified several types of annotated lesson notes, created two statistics lesson plans that contained various annotated lesson notes, and observed secondary mathematics teachers implement the lesson plans in their intermediate algebra courses. For this study, we qualitatively investigated how two teachers' instructional actions compared to what was prescribed in the annotated lesson notes. We found ways in which the teachers' instructional actions, across their differing contexts, aligned with, varied from, or adapted to the annotated lesson notes. From these results, we highlight affordances and limitations of annotated lesson notes for statistics instruction and offer recommendations for those who create statistics curricula with annotated lesson notes. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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