This paper is from Session 2G: Linking research and practice in teaching and learning statistics at the school level

which comes under Topic 2: Statistics education at school level

Communities of practice: a theoretical framework to design for teachers’ statistical learning

Presenter

• Ana Luisa Gómez-Blancarte (Center for Research and Advanced Studies of IPN, Mexico)

Co-author

• Isaias Miranda Viramontes (National Polytechnic Institute, Mexico)

Abstract

Drawing from Communities of Practice theory (Wenger, 1998), in this paper we propose a design for statistical learning for teachers enrolled in professional development programs. This design has to do with activities based on participation and reification: two processes that define learning as a negotiation of meaning. According to this theory, design for learning is to establish conditions to create experiences of meaning. In teachers training, such experiences involve interconnections between training practices and teaching practices (e.g. planning, teaching and analyzing classroom lessons). Taking into account the necessity to improve statistics teaching this article gives some elements to support teachers’ statistical learning.