Dynamic Discourse with Dynamic Statistics Software

Randall E. Groth


This article describes how dynamic statistics software was used to catalyze discourse among a group of prospective elementary and middle school teachers. The prospective teachers formed their own statistical questions and then investigated them with the software. Their course instructor then purposefully selected and sequenced work they had produced to become the basis for classroom discourse. As the prospective teachers presented their work, the course instructor helped the class make connections among the different strategies and statistical questions that were shared. The overall experience illustrates a model for the facilitation of technology-enhanced statistical discourse.


statistics, discourse, teacher education, dynamic statistics software, TinkerPlots, Five Practices Model

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