Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results

The Enhancing Statistics Teacher Education through E-Modules (ESTEEM) project created online curriculum materials to support preservice secondary mathematics teachers who are learning to teach statistics. The materials are based on key design principles drawn from literature in online learning, statistics education, and mathematics teacher education. The materials include many opportunities to engage in data investigations using the Common Online Data Analysis Platform (CODAP). The modules were innovatively designed to provide flexibility for use in a variety of course contexts within different learning management systems (LMSs), and mathematics teacher educators (MTEs) can adapt materials to meet the needs of their students. The ESTEEM modules were implemented at 27 unique institutions across the United States, and data was collected from MTEs and their students, primarily preservice teachers. The MTEs and teachers reported materials were easy to access and navigate online, the materials helped prepare them to teach statistics, and the videos in the materials helped to understand issues that arise in the teaching of statistics. MTEs reported that the ESTEEM modules provided a critical emphasis on key ideas in teaching statistics and contributed to their own professional growth. Teachers reported they improved their confidence in teaching statistics, learned how to utilize technology when teaching statistics, engage in the statistical investigation cycle, understand students’ statistical thinking, and value a framework to support students’ approaches to statistical investigations. Although our materials were designed for online asynchronous instruction, MTEs implemented them in face-to-face settings, synchronous online sessions, and asynchronously. One of the major impacts of our project is the MTEs’ appreciation for the embedded nature of materials within their LMSs and how easily they could adapt and supplement the materials to meet their course needs. However, the paper also provides lessons learned and implications for providing materials through LMS integration and modularized materials for preparing teachers for teaching statistics.