Most statistical concepts are taught within an already packed secondary mathematics curriculum by mathematics teachers who are often under prepared to teach statistics. To address this issue, the Enhancing Statistics Teacher Education with E-Modules [ESTEEM] project will facilitate the infusion of statistics content and pedagogy into undergraduate mathematics teacher preparation by providing faculty with technological and curricular resources, networking experiences, and ongoing support.
As a result of the ESTEEM project, preservice secondary mathematics teachers [PSMTs] will be better equipped to teach statistics with online tools. This will lead to stronger preparation of grades 6-12 students in statistics and data literacy, and feed the pipeline into data intensive STEM disciplines.
The ESTEEM project will address three primary goals.
1) Create online resources for statistics preservice teacher education
2) Design modules and approaches for using these resources
3) Implement resources and modules in undergraduate mathematics education teacher education programs.
Module 1 Ready for Field Testing
As of January 2018 the first e-module is ready for field testing! This e-module is intended to be used with preservice middle and secondary mathematics teachers in online environments, but can also support hybrid and face to face instruction. This first e-module is divided into two main sections 1.1 and 1.2. The e-module is displayed in a Moodle course page for you to get familiar with the content and how it is organized. You will be able to download the materials to import into your own Learning Management System (LMS). Current LMS we support are Moodle, Blackboard, and Canvas.
Follow this link to get access to the first ESTEEM module. You will be asked to create an account with The Place which is an online learning platform hosted by the Friday Institute. This link can help you create an account at The PLACE. Once you have an account then you will be asked to complete a short survey to register for ESTEEM access.
We will prepare teachers in a high demand area [statistics] of secondary mathematics curriculum. This will impact a wide range of institutions that have small and large mathematics teacher education programs. This can lead to stronger preparation of K-12 students in statistics and data literacy, and feed the pipeline into the multitude of STEM disciplines that utilize data.
We are also partnering with the Concord Consortium to help with enhancements to the statistical software CODAP (Common Online Data Analysis Platform), a free web based data tool designed as a platform for developers and as an application for students in grades 6-14. The enhancements made to CODAP’s statistical capabilities will be immediately available to subsequent projects that make use of it, thus broadening CODAP’s impact.
To learn more about CODAP use the following link.
In addition to the HiRise Staff, the following people are working on this project:
Hollylynne’s work focused on statistics education began with developing the Probability Explorer software and conducting research on learners’ ability to reason about probabilistic phenomena through a simulation approach. Her current work focuses on preparing teachers of statistics to use innovative approaches and powerful technology tools to engage learners in building statistical understandings, particularly through the design and implementation of online professional learning environments. Her work has led to numerous books, research publications, and awards. In 2013 she was named a NC State University Faculty Scholar, and in 2014 received an Alumnae Association Outstanding Teacher award. She is a two time awardee of the National Technology Leadership Initiative Fellowship (2002, 2012), co-sponsored by the Association of Mathematics Teacher Education [AMTE] and the Society of Information Technology and Teacher Education.
William Finzer, Co-Principal Investigator
Bill has been developing educational software since 1978 when his father bought an early microcomputer. From the beginning, applications that engaged learners with data became his passion. Beginning in the 90’s, at Key Curriculum Press and KCP Technologies, with support from the National Science Foundation he led the development of Fathom, an environment for dynamic, interactive exploration of data, statistics, and simulation. His work with CODAP at Concord Consortium continues the evolution of Fathom, now as an online tool. In addition to leading CODAP development, Bill is PI of the Data Science Games project. His mission is to get more students and teachers in more schools in more subject areas learning more with data.
Stephanie Casey, Co-Principal Investigator
Associate Professor of Mathematics Education
Mathematics Department, Eastern Michigan University
Stephanie Casey is an Associate Professor of Mathematics Education at Eastern Michigan University. She obtained her Ph.D. in mathematics education from Illinois State University in 2008. Her research focuses on teacher knowledge for teaching statistics at the middle and secondary levels, motivated by her experience of teaching secondary mathematics for fourteen years.
Rick Hudson, Co-Principal Investigator, Chair and Associate Professor of Mathematics
Department of Mathematics, University of Southern Indiana
Rick began his career as a high school math teacher and currently teaches content and methods courses for preservice and inservice K-12 teachers of mathematics. He has collaborated on a number of long-term professional development projects throughout the state of Indiana. His scholarly work focuses on issues in teacher education and the teaching and learning of data analysis and statistics, particularly in environments with dynamic data software. He currently is a chair of the National Council of Teachers of Mathematics Publishing Committee and serves on the Association of Mathematics Teacher Educators Program Committee. He received the 2016 Pott College Excellence in Teaching Award at the University of Southern Indiana.
- Dr. Dustin Jones, Sam Houston State University
- Dr. Robert Gould, University of California Los Angeles
- Christine Franklin, ASA K-12 Ambassador
- Dr. Susan Peters, University of Louisville
Evaluation Being Conducted By
- Sherry Freeman, Friday Institute for Educational Innovation
- Allison Black-Maier, Friday Institute for Educational Innovation
- Dr. Hollylynne Lee, Principal Investigator
- Dr. Gemma Mojica, Research Associate
- Christina Azmy, Graduate Research Assistant
- Heather Barker, Graduate Research Assistant
- Taylor Harrison, Graduate Research Assistant
This project is supported by the National Science Foundation under Grant No. DUE 1625713 awarded to North Carolina State University. Any opinions, findings, and conclusions or recommendations expressed herein are those of the principal investigators and do not necessarily reflect the views of the National Science Foundation.