The Statistics Modules are designed to develop deep understanding of both statistics and teaching statistics. Users of the materials will focus on study design, exploratory data analysis, inference, and quantitative and categorical association as they develop this understanding. Attention is given to developing an understanding of equitable teaching practices and equity issues in education. Opportunities to develop understanding of both content knowledge and content knowledge for teaching occur through a balance of tasks that explore: a) the statistical concepts themselves AND b) common student conceptions, responding to student work, constructing lessons that use key ideas, and analyzing standards, and c) considering how to use statistics to empower action for social change.

As the advisor to the distinguished development team of the MODULE(S2) statistics materials, I was impressed and grateful for the dedication shown by the team with their vision, commitment to detail and precision of the content, and for the outstanding support provided to the users of the MODULE(S2) materials. I strongly recommend and encourage the use of the MODULE(S2) statistics materials as valued, peer reviewed resources for preparing secondary mathematics teachers.

Christine Franklin, American Statistical Association K-12 Ambassador and UGA Emerita Faculty in Statistics

Explore a Lesson from
Our Statistics Materials

I learned how to understand other people’s statistical explanations and help them build on their thinking. This was really helpful as I can apply these communication skills to my other classes and to my future teaching.

Preservice Teacher

My students really were motivated by the social justice slant to these problems. It increased their level of engagement and discussion.  Because they were interested in the social justice aspect of the problems, they were more interested in the mathematics that would help them with the problem.

MODULE(s2) Instructor
Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.