Promoting Statistical Literacy through Tuva

Reiten, Lindsay; Strachota, Susanne

doi:10.5951/mathteacher.110.3.0228

Cited by 6 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the analysis step, we categorized the observer notes based on attention and understandability axis. Each observer assigned an attention and understandability score (1)(2)(3)(4)(5)(6)(7)(8)(9)(10) in the end of each session and take regular notes at every five minutes. Overall, the attention score has µ = 8.4 and σ = 1.7 and understandability score has µ = 8.3 and σ = 1.3.…”

Section: Analysis and Discussionmentioning

confidence: 99%

“…Most curricula traditionally suggest using spreadsheet applications (e.g., Microsoft Excel, LibreOffice Calc, Google Sheets) and prepare curricular activities accordingly [9]. There are also popular web-based educational tools like Tuvalabs [6], CODAP [5], and DataBasic [3]. However, these methods demand several computers in the classroom, which is hard to attain in most underprivileged communities.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching K-12 Classrooms Data Programming: A Three-Week Workshop with Online and Unplugged Activities

Sabuncuoğlu,

Yantaç,

Sezgin

2021

Preprint

View full text Add to dashboard Cite

This paper shares our experience in a three-session online workshop using a new web-based data programming environment, Marti. The programming environment uses a card-based programming strategy in both unplugged and online activities. Educators can use the physical cards in a board-game style or use the programming environment's mobile application to scan these cards and render the final visualization on their phones/tablets. The web environment also uses visual draggable cards for programming that can manipulate and visualize data. We used Marti and its offered unplugged activities in three sessions with 12 middle school and 12 high school students, focusing on the data fundamentals, analysis, and visualization. We assert that integrating unplugged-style pseudo-code creation and supporting a similar experience using the available devices have considerable potential for delivering equal and affordable data programming education for all.Our activity resources are available at https://github.com/ karton-project/marti

show abstract

Section: Analysis and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching K-12 Classrooms Data Programming: A Three-Week Workshop with Online and Unplugged Activities

Sabuncuoğlu,

Yantaç,

Sezgin

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Several interactive data learning platforms have been developed to meet these needs [1,3]. These platforms 1) provide closely coupled visualizations between the data, data representation, and statistical measures to surface relationships them, and 2) emphasize active exploration and participatory sense-making to reinforce a concept's underlying dynamics [48,62]. However, blind and lowvision (BLV) students lack accessible non-visual or multimodal tools that benefit from similar types of interactivity [20].…”

Section: Introductionmentioning

confidence: 99%

Tangible Stats: An Embodied and Multimodal Platform for Teaching Data and Statistics to Blind and Low Vision Students

Fan,

Kim,

Tomassetti

et al. 2024

Preprint

View full text Add to dashboard Cite

Interactive data learning tools provide explorable ways for students to build intuitions about data, data representations, and statistical parameters. However, these tools rely on visual consumption and are not accessible to blind and low vision (BLV) students. In this work, we investigate opportunities to leverage active exploration, enriched with multimodal feedback and embodied interaction, to foster an understanding of the relationships among individual data values, data representations, and statistical measures. We explore these opportunities in the form of an accessible learning platform that allows students to hear and feel how statistical measures are changing in real time as they construct and manipulate physicalized data representations. We introduced the platform to four teachers of students with visual impairments (TVIs) through a two-hour-long focus group. TVIs embraced the platform's exploratory nature and universality and recommended the consideration of additional auditory and texture-based interactions to enhance engagement.

show abstract

Preparing students to meet their data: an evaluation of K-12 data science tools

Israel-Fishelson,

Moon,

Tabak

et al. 2023

Behaviour & Information Technology

View full text Add to dashboard Cite

Promoting Statistical Literacy through Tuva

Abstract: A free tool encourages students to engage in the authentic practices of statistics and data analysis.

Cited by 6 publications

References 0 publications

Teaching K-12 Classrooms Data Programming: A Three-Week Workshop with Online and Unplugged Activities

Teaching K-12 Classrooms Data Programming: A Three-Week Workshop with Online and Unplugged Activities

Tangible Stats: An Embodied and Multimodal Platform for Teaching Data and Statistics to Blind and Low Vision Students

Preparing students to meet their data: an evaluation of K-12 data science tools

Contact Info

Product

Resources

About