We are excited to share our first issue of Statistics Teacher as co-editors! It has been a great experience getting to know authors, reviewers, and others at the ASA who work with Statistics Teacher.
In this issue, we share one article, one lesson plan, and two highlights from the ASA/NCTM Joint Committee on K–12 Education on Statistics and Probability.
In “Data Science in Secondary Grades: Exploring Our Communities Through Pictures,” Michelle Dueck, Pedro Gallegos, Rosa Pastor, Alvaro Pineda, and Anna Bargagliotti share an interesting way of collecting and analyzing data through pictures connecting to the environment. They use the Common Online Data Analysis Platform to conduct their analyses and offer valuable reflections and recommendations for others based on their experiences conducting this investigation in eighth-grade math, geometry, honors pre-calculus, and AP Calculus classes. Even though the article focuses on secondary grades, you can apply this data science investigation to all grade levels with modifications.
A new feature focusing on the work of the ASA/NCTM Joint Committee and areas of interest to all of us in statistics and data science education debuts in this issue. One article introduces the committee and its members’ work and another follows up on the last issue of Statistics Teacher by highlighting the new position statement from NCTM, “Artificial Intelligence and Mathematics Teaching.” We encourage all to read these brief notes to continue understanding how AI can support student thinking.
Next up, Holly Davis shares a lesson called “Screen Time and Notifications” that invites students to use graphical displays and statistical summaries to explore their phone habits and those of their classmates. Since this context is imminently relevant to its intended audience of grade 9–12 students and the students are engaged in data collection and analysis, it motivates new investigative questions about the factors affecting screen time. In a subsequent class session, students explore the relationship between notifications and screen time by creating a scatterplot and interpreting the correlation and line of best fit.
Finally, we encourage you to read the latest NCTM position statement, “Teaching Data Science in High School: Enhancing Opportunities and Success.” While the focus is on high school, it has rich information and ideas for all levels.
Let’s enjoy this journey together!
Trena L. Wilkerson
Statistics Teacher Article Co-Editor
Baylor University
Jennifer L. Green
Statistics Teacher Article Co-Editor
Michigan State University
Catherine Case
Statistics Teacher Lesson Plan Co-Editor
University of Georgia
Charlotte Bolch
Statistics Teacher Lesson Plan Co-Editor
Midwestern University