Abstract Title
Development of Secondary Education Modeling and Data Analysis Literacy Summer Institute
Abstract
The Modeling and Data Analysis Literacy (MoDAL) project is a secondary education professional development summer institute in Idaho. The institute involves 89 secondary level mathematics teachers from Idaho, culminating in a four-day event designed by Boise State faculty and Idaho teacher leaders.
This poster describes the pre-development, scheduling, data and research, and follow-up of the institute. This includes discussions on planning and institute management, student work sample implementation and analysis, involvement of Idaho teachers, and subsequent meetings with participating teachers.
Observations suggest teachers have interest in MoDAL topics and their use in mathematics classrooms. Further research will be conducted to determine the effectiveness of the MoDAL project, focusing on improvement of students’ understanding of statistics and data analysis. Surveys from participating teachers will also provide data to determine teachers’ self-efficacy of their ability to effectively teach MoDAL topics in the classroom.
Development of Secondary Education Modeling and Data Analysis Literacy Summer Institute
The Modeling and Data Analysis Literacy (MoDAL) project is a secondary education professional development summer institute in Idaho. The institute involves 89 secondary level mathematics teachers from Idaho, culminating in a four-day event designed by Boise State faculty and Idaho teacher leaders.
This poster describes the pre-development, scheduling, data and research, and follow-up of the institute. This includes discussions on planning and institute management, student work sample implementation and analysis, involvement of Idaho teachers, and subsequent meetings with participating teachers.
Observations suggest teachers have interest in MoDAL topics and their use in mathematics classrooms. Further research will be conducted to determine the effectiveness of the MoDAL project, focusing on improvement of students’ understanding of statistics and data analysis. Surveys from participating teachers will also provide data to determine teachers’ self-efficacy of their ability to effectively teach MoDAL topics in the classroom.
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Poster #Th14