THINKING STATISTICALLY

Abstract

Statistical literacy, or the ability to understand and interpret data, has become increasingly important to navigating our data-driven society. While many efforts have focused on improving formal learning experiences in statistics, research points towards informal learning outside of the classroom as a crucial component of the general public’s understanding of science and mathematics. This situation presents a rich opportunity to enhance statistical learning for young students through the design of compelling informal learning experiences. Drawing from the framework for statistics and data science education from the National Council of Teachers of Mathematics, this investigation explores the ways in which a mixed reality museum experience can engage middle school-age learners with the stages of the statistical problem-solving process. The resulting studies consider how the affordances of this environment, such as movement, immersion, and learner-driven experimentation, could encourage statistical question-asking and offer supplements to traditional learning approaches. Experiences which lay a foundation of curiosity towards statistical problem solving hold the potential for enriching the learning process for students beginning to engage with the subject.