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 (2016-2020), 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.
The ESTEEM materials
The ESTEEM materials are designed to be used with preservice middle and secondary mathematics teachers in online environments, though instructors may adapt these for use in face-to-face or hybrid courses, or with other teacher audiences. There are 3 modules available; Foundation, Inferential Reasoning, and Association.
The first module gives core ideas about teaching statistics and how to support students’ investigations. The second module focuses on developing essentials understandings of how to support inferential reasoning. The third module focuses on the teaching and learning of statistical association.
Follow this link to get access to the ESTEEM modules. 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.
One way the project is achieving this is through a series of webinars to support faculty in implementing ESTEEM materials. Click here for a description of the webinars for the 2019-2020 year.
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 HI-RiSE Staff, the following people are working on this project:
Stephanie Casey, Co-Principal Investigator
Associate Professor of Mathematics Education
Mathematics Department, Eastern Michigan University
Rick Hudson, Co-Principal Investigator, Chair and Associate Professor of Mathematics
Department of Mathematics, 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
- Allison Black-Maier, Friday Institute for Educational Innovation
- Dr. Hollylynne Lee, Principal Investigator
- Dr. Gemma Mojica, Research Scholar
- Heather Barker, Graduate Research Assistant
- Taylor Harrison, Graduate Research Assistant
- Dr. Christina Azmy, 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.