Planning for Developing Students’ Statistical Literacy: A Research-Informed Framework Development

Dung Tran; An Tan Thi Nguyen; Duyen Thi Nguyen; Phuong Minh Thi Ta; Binh Tri Huynh; Phuoc Thanh Phan; Nga Thi Pham; Nga Hong Thi Nguyen

doi:10.52296/vje.2023.227

Authors

Dung Tran Macquarie University, Australia
An Tan Thi Nguyen Hue University of Education, Vietnam
Duyen Thi Nguyen Hue University of Education, Vietnam
Phuong Minh Thi Ta Hue University of Education, Vietnam
Binh Tri Huynh Quy Nhon University, Vietnam
Phuoc Thanh Phan Hue, Vietnam
Nga Thi Pham Chau Thanh High School, Vietnam
Nga Hong Thi Nguyen Hue University of Medicine and Pharmacy, Vietnam

DOI:

https://doi.org/10.52296/vje.2023.227

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Tran, D., Nguyen, A. T. T., Nguyen, D. T., Ta, P. M. T., Huynh, B. T., Phan, P. T., Pham, N. T., & Nguyen, N. H. T. (2023). Planning for Developing Students’ Statistical Literacy: A Research-Informed Framework Development. Vietnam Journal of Education, 7(2), 74–81. https://doi.org/10.52296/vje.2023.227

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Abstract

Teachers’ planning as a research area still receives little attention. This study focuses on developing a research-informed framework to assess teachers’ statistics lesson plans. Using a design-based research approach, we developed a framework that includes (a) two criteria related to learning intentions (clear and comprehensive), (b) four criteria related to task features (statistical literacy, statistical investigation, real data, multiple representations), and (c) one related to constructivist lessons. Then, the team provided professional development on statistical literacy and ways to elicit and develop it in the classroom. After that, the teachers discussed the framework and used it to revise their lesson plans. Also, teachers provided feedback to revise the framework. We discuss how the framework can offer a tool for researchers to examine teacher planning competence and teachers to reflect on their practice.

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