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Using the five practices model to promote statistical discourse
Author(s) -
Groth Randall E.
Publication year - 2014
Publication title -
teaching statistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.425
H-Index - 13
eISSN - 1467-9639
pISSN - 0141-982X
DOI - 10.1111/test.12052
Subject(s) - variety (cybernetics) , narrative , computer science , quality (philosophy) , mathematics education , discourse analysis , statistical analysis , psychology , pedagogy , linguistics , artificial intelligence , epistemology , mathematics , statistics , philosophy
Summary Statistical tasks that can be solved in a variety of ways provide rich sites for classroom discourse. Orchestrating such discourse requires careful planning and execution. Five specific practices can help teachers do so. The five practices can be used to structure conversations so that coherent classroom narratives about solutions to tasks may be formed. In this manuscript, two classroom examples that illustrate the five practices are offered. It is argued that employing the five practices can lead to higher quality classroom discussion than some commonly used arrangements.