Inquiry-Based Learning in Statistics: When Students Engage with Challenging Problems in STEM Disciplines

Abstract

This chapter reports on the analysis of the unstructured interviews of mathematics teachers who reflected on the classroom discussions between researchers, teachers and middle school students who engaged in critical and creative thinking during solving complex and authentic problems that require students to make meanings of the data from Science, Technology, Engineering and Mathematics (stem) disciplines; promote discussions to deepen their statistical understanding; and enhance productive classroom norms for statistical inquiries. Outcomes of this research study include identification and illustration of classroom norms for statistical inquiries and facilitate students’ inquiry-based statistical learning and teachers’ planning for inquiry learning.