By Miguel Rodríguez Mejía (Michigan State University)
Information
This work aims to support preservice teachers’ development of critical statistical literacy (CSL) (Weiland, 2016), which tends to be absent in their education. In this poster, I share materials and results from a classroom-based research study designed to offer preservice teachers opportunities to begin relating to statistics in ways that can enable them to lead and participate in actions against injustice in their schools. I adapted five activities from the MODULE(S2) project with educational-based datasets to introduce CSL and equity issues. After implementing the activities with 13 preservice secondary teachers in a mathematics course they were taking at a Research 1 University, I used their pre/post-survey responses, interview data, and classroom work to explore: (1) How does preservice teachers' interest in implementing CSL in their future practice vary after accessing CSL? and (2) What statistical arguments emerge in the data modeling process of preservice teachers when they get access to CSL? These study results help inform statistics teacher educators about the preservice teachers' attitudes and appreciation of CSL in their future practice, as well as the ways CSL manifested within their data modeling (Dvir, et al., 2022). These examples of how the preservice teachers related to statistical knowledge, used that knowledge (technological knowing), and reflected on such uses (reflective knowing) (Skovsmose, 1994), along with the activities, offer insight and resources to others interested in supporting preservice teachers’ CSL.