Fifty-six high school mathematics teachers participated in a four-day technology-intensive professional development experience designed to support their understanding of the big statistical idea of "comparing distributions." Content pretests and teacher interviews informed the hypothetical learning trajectory and design of professional development beyond that from the research literature. Additional data sources included content post-tests and interviews, video-tape of the professional development experience, and teachers' constructed responses to written reflection prompts during the session. Retrospective analyses surfaced a striking phenomenon I have chosen to call dynamic technology scaffolding (DTS) which involves coordination of increasingly-sophisticated technological tools during statistical investigation with the purpose of supporting learners' conceptual understanding of an important statistical big idea.
- Prof Dev