Contributed Paper C183
Developing Teachers’ and Students’ Statistical Reasoning in an ICT-integrative Project - Where has the Mathematic Gone?
AuthorsCamilla Hellsten Østergaard (Metropolitan University College - Metropol. institution of School and Learning, Denmark)
Dorte Moeskær Larsen (University of Southern Denmark, Denmark)
PresenterCamilla Hellsten Østergaard (Denmark)
There is a need for mathematics teachers to become more knowledgeable about reasoning with data in the process of engaging students in experimenting, justifying and testing.
We investigate an ICT-competent mathematics teacher’s professional development as she participates in a sixth-grade statistics project aimed at developing statistical practices integrating ICT to “Questioning the World”.
This is a critical case study, partly because the teacher is not challenged by the proposed ICTs.
We use a theoretical framework, Patterns of Participation, to conceptualize teachers’ and students’ learning from a participatory perspective.
The teacher realizes a potential for a more dialogical approach to teaching. But she appears to maintain her habits in relation to ICT-use. These contrary tendencies negatively influence the students’ statistical learning opportunities.