Literature Index

The chapter does not provide an extensive overview of the use of technology in statistics. Rather, a detailed summary is provided of how one researcher has used technology to teach and assess statistics in grade eight. Both traditonal modes of assessment as well as technology-driven methods will be described in an attempt to demonstrate how multiple mediums of assessment can be used to provide a profile of students' statistical knowledge. The research reported here is grounded in cognitive theory with an emphasis on theories of learning that emphasize learning situations that are concrete rather than abstract. In other words, students learn better by "doing" statistics rather than just computing or reciting statistical equations or definitions. This research program is designed to provide authentic learning and assessment situations (Lajoie, 1995). The term authentic refers to meaningful, realistic tasks and assessments that validly assess what the learner understands.

Prior beliefs and attitudes of students can have a significant impact on their learning experience<br>but it is usually difficult to engage with student beliefs in depth when dealing with large classes.<br>As part of an ALTC Associate Fellowship project, we have developed technologies and strategies<br>for facilitating connections between staff and student beliefs through the embedding of student<br>reflective writing in statistics courses. Students were free to write whatever they liked in their<br>journals but weekly themes were also provided to give them a starting point if needed. The aim of<br>this paper is to give an overview and analysis of entries around the themes that were particularly<br>related to beliefs about statistics, as well as to demonstrate the use of text mining tools in this<br>context.

This study utilized teacher development experiment methodology to support, and deeply examine, three teachers' understandings and practices regarding content, pedagogy, and technology as they learn about and strive to integrate Fathom, data analysis software, into their curriculum and instruction. Surveys, observations, and interviews were utilized to gather data in order to research the interactions among these three factors and how they were associated with the effectiveness of the three teachers' integration of technology. Pictures of weak, developing, and exemplary facilitation of Technology-Supported Inquiry Learning, as outlined by an effective learning environment conceptual framework, resulted from this study. Exemplary practices occurred in teachers who held strong understandings and practices in all areas; content, pedagogy, and technology. This implies that professional development must be provided in such a way that teachers can learn about, practice with, and reflect on all areas simultaneously.