Making Sense of a Data-Filled World

Autor/inn/en	Boaler, Jo; LaMar, Tanya; Williams, Cathy
Titel	Making Sense of a Data-Filled World
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 7, S.508-517 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Teaching Methods; Kindergarten; Elementary Secondary Education; Institutional Cooperation; Educational Cooperation; Preschool Education; Higher Education; Data Analysis; Literacy; Futures (of Society); Illinois (Chicago); California (Stanford) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Institute; Co-operation; Cooperation; Institut; Kooperation; Education; cooperation; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Auswertung; Alphabetisierung; Schreib- und Lesefähigkeit; Future; Society; Zukunft
Abstract	Over the course of 18 months, teams at the University of Chicago and Stanford University joined with other leaders across the United States and world to consider the issue of the types of mathematics used in the classroom. It quickly became clear that all students--starting from the youngest in prekindergarten to those in college--need to learn the mathematics that will help them develop data literacy, to make sense of the data-filled world in which we all live. In this article, the authors explain the importance of a new initiative at youcubed, note the reasons it is so exciting for all teachers and students, and share some important resources for teaching with a data perspective across PK-12. This new data science PK-12 initiative is designed to counter this threat and offer resources for teachers that they can use to excite their students about data in the world. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01