Designing to support critical engagement with statistics

The purpose of this paper is to describe a trajectory of designing for particular forms of engagement with mathematics. The forms of engagement that were targeted through these design experiments involved making intentional choices about which procedures to leverage in order to support particular cl...

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Bibliographic Details
Published in:ZDM 2015-10, Vol.47 (6), p.933-946
Main Author: Gresalfi, Melissa Sommerfeld
Format: Article
Language:English
Subjects:
Activity Units
Computer & video games
Curricula
Design
Education
Educational Games
Educational Quality
Games
Instructional Design
Intention
Interaction
Intervention
Iterative methods
Learner Engagement
Learning
Mathematical Logic
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Skills
Original Article
Pragmatics
Problem solving
Semiotics
Statistics
Students
Teaching Methods
Video Games
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Summary:The purpose of this paper is to describe a trajectory of designing for particular forms of engagement with mathematics. The forms of engagement that were targeted through these design experiments involved making intentional choices about which procedures to leverage in order to support particular claims (what I call critical engagement ). In particular, this paper presents two rounds of a design cycle of a statistics unit, created in the context of an online, interactive videogame called Quest Atlantis. Examining the design history of the unit, this paper demonstrates how iterative refinements of the unit supported increasing critical engagement with the content, and specifically, the importance of fostering both intentionality and experiences of consequentiality in the designs. Finally, the paper considers the implications of the lessons learned for this targeted intervention for our understanding of how elements of design support students’ mathematical reasoning more generally.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-015-0690-7