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Title: Inquiry-Based Learning in Statistics: When Students Engage with Challenging Problems in STEM Disciplines
Contributor(s): Prodromou, Theodosia  (author)orcid ; Lavicza, Zsolt (author)
Publication Date: 2018-11-01
DOI: 10.1163/9789004391413_008
Handle Link:
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 930299 Teaching and Instruction not elsewhere classified
Socio-Economic Objective (SEO) 2020: undefined
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.
Publication Type: Book Chapter
Source of Publication: STEM Education: An Emerging Field of Inquiry, p. 117-131
Publisher: Brill Sense
Place of Publication: Leiden, The Netherlands
ISBN: 9789004391413
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links:
Series Name: Global Education in the 21st Century
Series Number : 2
Editor: Editor(s): Tasos Barkatsas, Nicky Carr and Grant Cooper
Appears in Collections:Book Chapter
School of Education

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