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AbstractMany approaches exist in teaching statistics, however, learning statistics is frequently perceived by students as challenging. While evidence-based teaching approaches like case discussions and flipped-classroom models have been successfully incorporated into multiple disciplines, these methods can have inadequate success when students are affectively detached or sometimes paralyzed by the subject. The sudden need to switch to virtual teaching in Spring 2020 created unprecedented challenges that were overwhelming for instructors and students. This article explores the challenges of teaching a statistics course, and the importance of purposeful use of technology and supportive feedback to effectively engage students and promote learning. Furthermore, this article discusses the results of implementing a Technology-enhanced Supportive Instruction (TSI) model (used since Fall 2019) in teaching a business statistics course. The TSI model uses Microsoft Excel in conjunction with intentional interactions between the student and teacher to help students stay engaged in face-to-face and remote learning. The analysis of Fall 2020 course evaluations, when the course was taught in a dual mode, shows positive students’ perception of instruction and engagement, and indicates that Fall 2020 ratings during dual-mode instruction were not different from Fall 2019 ratings during face-to-face instruction, which supports the potential utility of the model. Supplementary materials for this article are available online.

This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.

Many approaches exist in teaching statistics, however, learning statistics is frequently perceived by students as challenging. While evidence-based teaching approaches like case discussions and flipped-classroom models have been successfully incorporated into multiple disciplines, these methods can have inadequate success when students are affectively detached or sometimes paralyzed by the subject. The sudden need to switch to virtual teaching in Spring 2020 created unprecedented challenges that were overwhelming for instructors and students. This article explores the challenges of teaching a statistics course, and the importance of purposeful use of technology and supportive feedback to effectively engage students and promote learning. Furthermore, this article discusses the results of implementing a Technology-enhanced Supportive Instruction (TSI) model (used since Fall 2019) in teaching a business statistics course. The TSI model uses Microsoft Excel in conjunction with intentional interactions between the student and teacher to help students stay engaged in face-to-face and remote learning. The analysis of Fall 2020 course evaluations, when the course was taught in a dual mode, shows positive students' perception of instruction and engagement, and indicates that Fall 2020 ratings during dual-mode instruction were not different from Fall 2019 ratings during face-to-face instruction, which supports the potential utility of the model. Supplementary materials for this article are available online.

A primary goal of ethnomodeling is to value, sustain, and in some instances introduce cultural practices and traditions that have often been lost or overshadowed because of an emphasis on modern methods (Orey & Rosa, 2010). Through an ethnomodeling task focusing on geometric transformations, the authors share a Model It! activity to engage students in mathematical experiences that are culturally responsive and connected to their backgrounds, cultures, and identities (e.g., ethnomathematics) while simultaneously integrating rich mathematical content (e.g., mathematical modeling). As conceptualized in Desai (2022), the ethnomodeling task is outlined in three phases: (a) task launch, (b) mathematizing and finding a solution, and (c) reflections and connections.