Exploring the statistical practices in classroom: STEM teachers’ experiences using dynamic data analysis technology

Abstract

In the 21st century, schools have been increasingly expected to raise students prepared for a world of quantities and uncertainty. As statistical practices become an important skill for every individual, researchers and educators work on ways to translate the methodologies of professional statisticians in the teaching and learning environments. Technological tools are helpful in translating statistical investigations into the classroom. The purpose of our research is to understand teachers’ experiences about integrating statistical practices into their STEM lesson plans by using LabStar, a dynamic data collection and data analysis tool. Findings were investigated under four categories: personal development, in-class implementation, views about the mobile application and the tool, and statistical investigation environment. Future research was recommended to investigate teachers’ professional development opportunities to integrate meaningful statistical practices in their lesson plans.