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articles later than 2010 to support your hypothe sis ”. Moving forward we will replace “ support your hypothesis ” to “ learn more about your area of interest ”. This change in language asks PSTs to challenge their intuitive thinking from re search based literature. The activity provided ample opportunity for the PSTs to consider data and analyze it. The PSTs also became mindful of the limitations of data available from online sources, as well as the differences between quantitative and qualitative data available to them. They also considered multiple variables that work together to influ ence student learning outcomes. We will contin ue to highlight these elements of the activity. Another area of improvement is to provide sup port to our PSTs in communicating their find ings. The PSTs did use graphs to share the in formation, but this is an area where they need further support. In the future, we plan to spend more time in class highlighting the features of the graphs. Improvement 3 Finally, we plan to help them incorporate tech nology tools to experience data analysis and graphical representation. Moving forward, we plan to connect this activi ty to our elementary PSTs ’ practicum experi ence. We would like our PSTs to develop les sons inside our methods course based on what they learned about the statistical problem solving process. Guiding them to develop these lesson plans that they could implement with their practicum classrooms. Angelis, J. I., & Wilcox, K. C. (2011). Poverty, Performance, and Frog Ponds: What Best - Practice Research Tells Us about Their Connections. Phi Delta Kappan, 93( 3), 26 – 31. References Improvement 4 We will provide rounds of feedback on their written reports. Improvement 5

Figure 2 . Female Population.

Figure 3 . Economically Disadvantaged

Conclusion

Our goal for developing this activity was to in troduce elementary PSTs to the statistical prob lem - solving process. It was an exploratory ef fort to learn about our PSTs challenges and are as of learning. Our PSTs were intrigued by the activity, and we feel confident in implementing it again. For areas of improvement, we looked to the GAISE II (2020) recommendations. We are motivated to improve the design and imple mentation of our activity to make the connec tions between sections of the activity and parts of the statistical problem - solving process more explicit.

Improvement 1

Moving forward we will ask the PSTs to for mally develop and submit a research question and continue to ask questions throughout the activity.

Improvement 2

When asking the PSTs to select a demographic of interest we stated, “ Next, you will investigate Google Scholar (https://scholar.google.com) for

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