Prodromou, Theodosia

2014

Tehcnology has influenced the teaching and learning of statistics (eg. Chance, Ben-Zvi, Garfield, & Medina, 2007; Pratt, Davies & Connor, 2011). There is an increasing call for teachers to engage students in learning statistics with technology. Many international organizations and curricula promote the use of teachnology in teaching and learning statistics. The Australian Curriculum in mathematics requires students to use digital technologies to collect and organize data, create data displays including stem and leaf plots, dot plots, box and whisker plots, histograms, and calculate a range of statistical measures (eg. mean, standard deviation, upper and lower extremes, median, and uppor and lower quartiles) for a set of single variable (or 'univariate' data) and interpret these numerical summary measures in the context of data (ACARA, 2013; 'New Mathematics K-10 Syllabuses for the Australain Curriculum', 2012).Whilst the Australian Curriculum does not stipulate the type of technology students and teachers should use, ACARA calls for teachers to have a deeper understanding of statistics and an ability to use technological tools. This article discusses GeoGebra, a free applicatin, and its integration into the curriculum and learning process of introductory statistics.

Reflections, 39(2), p. 31-33

0156-7799

https://hdl.handle.net/1959.11/16011

en

Mathematical Association of New South Wales Inc

Teaching Statistics with GeoGebra

Journal Article

Publication