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dc.contributor.authorGroth, Randall E.
dc.date.accessioned2015-08-06T18:10:00Z
dc.date.available2015-08-06T18:10:00Z
dc.date.issued2015
dc.descriptionArticle first published online 9 June 2014.en_US
dc.description.abstractStatistical tasks that can be solved in a variety of ways provide rich sites for classroom discourse. Orchestrating such discourse requires careful planning and execution. Stein, Engle, Smith, and Hughes (2008) suggested five practices to help teachers do so. The five practices can be used to structure conversations so that coherent classroom narratives about solutions to tasks may be formed. In this manuscript, two classroom examples that illustrate the five practices are offered. It is argued that employing the five practices can lead to higher quality classroom discussion than some commonly used arrangements.en_US
dc.identifierdoi:10.13016/M28W50
dc.identifier.citationGroth, R.E. (2015). Using the five practices model to promote statistical discourse. Teaching Statistics, 37(1), 13-17.en_US
dc.identifier.issn0141-982X
dc.identifier.urihttp://hdl.handle.net/11603/143
dc.language.isoen_USen_US
dc.relation.isAvailableAtSalisbury UniversityEnglish
dc.subjectteaching statisticsen_US
dc.subjectclassroom discussionen_US
dc.subjectsamplingen_US
dc.subjectvariabilityen_US
dc.subjectinformal solution stategiesen_US
dc.subjectcomparing groupsen_US
dc.titleUsing the five practices model to promote statistical discourseen_US
dc.typeTexten_US


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