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Teaching Statistical Thinking Through Investigative Projects

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Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education

Part of the book series: New ICMI Study Series ((NISS,volume 14))

Abstract

Projects involving investigations are ideal vehicles for student engagement, for learning problem-solving in context and for synthesising components of learning. They are also a natural environment for learning statistical thinking through experiencing the process of carrying out real statistical data enquiries from first thoughts, through planning, collecting and exploring data, to reporting on its features. In addition, they foster collaborative learning, provide learning opportunities for students of all abilities and educational levels, and can facilitate rich information for teachers as they assist and observe students’ work. This chapter considers the benefits of the data investigative process in a project-based approach.

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Author information

Authors and Affiliations

  1. Mathematical Sciences, Queensland University of Technology, Gardens Point Campus, 2434, Brisbane, Q 4001, Australia

    Helen MacGillivray

  2. Educational Consultant, 3366 Drew Henry Drive, Osgoode, Ottawa, K0A 2W0, Ontario, Canada

    Lionel Pereira-Mendoza

Authors
  1. Helen MacGillivray
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  2. Lionel Pereira-Mendoza
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Corresponding author

Correspondence to Helen MacGillivray .

Editor information

Editors and Affiliations

  1. Fac. Ciencias de la EducaciĂłn, Universidad de Granada, Granada, 18071, Spain

    Carmen Batanero

  2. Dept. Counseling,, Educational Psychology &, Michigan State University, Erickson Hall 240, East Lansing, 48824, Michigan, USA

    Gail Burrill

  3. SiMERR National Centre, University of New England, Armidale, 2350, New South Wales, Australia

    Chris Reading

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MacGillivray, H., Pereira-Mendoza, L. (2011). Teaching Statistical Thinking Through Investigative Projects. In: Batanero, C., Burrill, G., Reading, C. (eds) Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. New ICMI Study Series, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1131-0_14

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