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Statistical Reasoning involves thinking about and understanding uncertainty and building mental models to capture key aspects of real world phenomena. As students reason with this uncertainty, they should be able to formulate questions about data and determine what data they need to answer these questions. They then gather, organize, analyze, and display this data to describe and make inferences to help them answer their questions.
Statistical Reasoning involves an integrated conceptual understanding of statistics and probability:
Key concepts involved in developing statistical and probabilistic thinking are:
Competency in statistical and probabilistic thinking enables students to reason about and discuss what data means, including the ability to use models that quantify important aspects of data that can have uncertainty, noise, and error.
Both statistical and probabilistic thinking can be influenced by the context in which the data or events occur. Further, students' prior knowledge, beliefs, and any misconceptions about chance or uncertain situations may influence the quality of their Statistical Reasoning.
Providing math tasks with high cognitive demand conveys high expectations for all students by challenging them to engage in higher-order thinking.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Continual use of foundational skills with different problems reinforces a conceptual understanding of math skills.
Daily review strengthens previous learning and can lead to fluent recall.
Thinking of and about patterns encourages learners to look for and understand the rules and relationships that are critical components of mathematical reasoning.
Discussing strategies for solving mathematics problems after initially letting students attempt to problem solve on their own helps them understand how to organize their Algebraic Thinking and intentionally tackle problems.
Analyzing incorrect worked examples is especially beneficial for helping students develop a conceptual understanding of mathematical processes.
Adding motions to complement learning activates more cognitive processes for recall and understanding.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
Rhyming, alliteration, and other sound devices reinforce math skills development by activating the mental processes that promote memory.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Visualizing how ideas fit together helps students construct meaning and strengthens recall.
Providing physical and virtual representations of numbers and math concepts helps activate mental processes.
Visual representations help students understand what a number represents as well as recognize relationships between numbers.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
Math games and manipulatives for vision differences support math development for learners with visual needs.
Children's literature can be a welcoming way to help students learn math vocabulary and concepts.
When students create their own number and word problems, they connect math concepts to their background knowledge and lived experiences.
When students explain their thinking process aloud, they recognize the strategies they use and solidify their understanding.
Students deepen their math understanding as they use and hear others use specific math language in informal ways.
Analyzing and discussing solved problems helps students develop a deeper understanding of abstract mathematical processes.
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