Welcome back math geeks!
I love teaching young students about data and statistics. And I enjoy finding ways to make data and statistics matter more to young students. But I’m troubled by two curriculum practices about how we teach students to think about data and statistics, especially at the K-6 level. This post is Part 2. In my first post, I wrote about how data is often represented to students in heavily scaffolded textbook pages that rob students of the opportunity to purposely engage in thinking, wondering, and discourse…and a solution to this practice. (If you missed Part 1, click here.)
In this post, I’ll outline another troubling practice and my attempt to help to teachers work around this obstacle.