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Tuesday, October 5, 2021, 5:30 p.m.
Marrs McLean Science Building, Room 101
No RSVP required
In today’s society, we all need to be fluent with statistics--for making everyday decisions, making sense of visualizations and statistics given in the media, and preparing for many careers that utilize data. Attention to students’ learning of statistics (and now data science) in grades K-12 and college settings has increased dramatically in the past decade, and will continue to grow as we emerge from a global pandemic with a constant flow of data. Yet, teachers often feel unprepared to teach statistics or engage students in data investigations. This talk will focus on how Hollylynne Lee has tackled the problem of teachers’ preparedness to teach statistics through use of innovative design solutions in curriculum, software, and online professional learning environments. How do design principles help teachers and curriculum developers build opportunities for learning statistics in educational environments, both in person and online? We will unpack this question through examples of ways to foster discourse and engagement with data to build teachers’ capacity for teaching statistics. Come with your phone or tablet to engage in data moves and discourse!
Hollylynne S. Lee earned her B.S. in secondary mathematics education from The Pennsylvania State University in 1991, her M.A.Ed. in secondary education-mathematics in 1995 from College of William and Mary, and her Ph.D. in mathematics education from University of Virginia in 2000. She serves as Distinguished Professor of Mathematics and Statistics Education at North Carolina State University. Prior to her work at the university level, she served as a K-12 teacher.
The Robert Foster Cherry Award for Great Teaching honors outstanding professors in the English-speaking world who are distinguished for their ability to communicate as classroom teachers. Individuals nominated for the award should have a proven record as an extraordinary teacher with a positive, inspiring, and long-lasting effect on students, along with a record of distinguished scholarship.