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Yating Liu and Mary C. Enderson

Similar assumptions seem to give rise to conflicting answers when students approach probability questions differently.

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Craig Huhn

Lesson planning leads to a deeper consideration of what it means to study and learn mathematics.

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Angela T. Barlow, Natasha E. Gerstenschlager, and Shannon E. Harmon

Three instructional situations demonstrate the value of using an “unknown” student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others.

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Stephanie A. Casey and Jonathan D. Bostic

Implementing the practice of looking for and making use of structure differs when addressing statistics content standards compared with mathematics content standards. Read about suggestions for tuning out noise in data to teach SMP 7 in statistics.

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Readers comment on published articles or offer their own ideas.

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Readers comment on published articles or offer their own ideas.

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Kenneth A. Horwitz

Several years ago I became the lead teacher for a newly created statistics course. I wanted the course to emphasize projects that would allow students to apply statistical knowledge to real-world situations. My Bulldog Lottery lesson allows students to apply the concepts of probability and expected value to a real-world phenomenon.

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Peter M. Eley, Kelly J. Charles, and Latonya L. Leeks

Classroom observation presents evidence that using meaningful data and exciting presentations can help strengthen student interest in STEM fields.

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A cartoon involving one lone messy desk and probabilities is coupled with a full-page activity sheet.