Exploring Data from Lived Experiences: A Pandemic Case

Autor/inn/en	Jung, Hyunyi; Son, Ji-Won; Ji-Yeong, I
Titel	Exploring Data from Lived Experiences: A Pandemic Case
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 115 (2022) 2, S.122-130 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	COVID-19; Pandemics; Relevance (Education); Mathematics Instruction; Summer Programs; Camps; Grade 7; Educational Technology; Technology Uses in Education; Discussion (Teaching Technique); Data Analysis; Social Problems; Public Speaking; Program Effectiveness; Student Attitudes; Parent Attitudes + Suchen Sie Ihr Suchwort? Relevance; Relevanz; Mathematics lessons; Mathematikunterricht; Sommerkurs; School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Auswertung; Social problem; Soziales Problem; Vortrag; Schülerverhalten; Elternverhalten
Abstract	Data reasoning and digital literacy skills, especially the ability to find, represent, and accurately interpret the relevant data, are critical in workplaces and lifetime experiences. Given the importance of developing data reasoning skills from learners' experiences, this article aims to describe teacher and student actions that contributed to the student explorations of data from life experiences. The authors share a COVID-19 lesson as an example of how a framework that can be used to support student exploration of current issues and represent them mathematically might be applied to support students as they explore data. The authors focused on COVID-19 because it has tremendously affected the world and their students' lives. Disinformation (i.e., misleading information that deliberately circulated) and misinformation about COVID-19 were widely disseminated across the internet, endangering lives and hampering recovery. The student autonomy allowed in this exploration (e.g., the choice of topics and mathematical questions, collaborators, and presentation modalities) enables the inspiration and diverse perspectives shared by students. [Note: The page range (122-129) shown on the abstract page is incorrect. The correct page range is 122-130.] (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