Using the five practices model to promote statistical discourse

dc.contributor.author	Groth, Randall E.
dc.date.accessioned	2015-08-06T18:10:00Z
dc.date.available	2015-08-06T18:10:00Z
dc.date.issued	2015
dc.description	Article first published online 9 June 2014.	en_US
dc.description.abstract	Statistical 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.identifier	doi:10.13016/M28W50
dc.identifier.citation	Groth, R.E. (2015). Using the five practices model to promote statistical discourse. Teaching Statistics, 37(1), 13-17.	en_US
dc.identifier.issn	0141-982X
dc.identifier.uri	http://hdl.handle.net/11603/143
dc.language.iso	en_US	en_US
dc.relation.isAvailableAt	Salisbury University	English
dc.subject	teaching statistics	en_US
dc.subject	classroom discussion	en_US
dc.subject	sampling	en_US
dc.subject	variability	en_US
dc.subject	informal solution stategies	en_US
dc.subject	comparing groups	en_US
dc.title	Using the five practices model to promote statistical discourse	en_US
dc.type	Text	en_US

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