Teaching Statistics to Struggling Students: Lessons Learned from Students with LD, ADHD, and Autism

There have been significant developments in the field of statistics education over the past decade that have improved outcomes for all students. However, there remains relatively little research on the best practices for teaching statistics to students with disabilities. This article describes a con...

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Published inJournal of Statistics and Data Science Education Vol. 30; no. 2; pp. 127 - 137
Main Authors Dahlstrom-Hakki, Ibrahim, Wallace, Michelle L.
Format Journal Article
LanguageEnglish
Published Alexandria Taylor & Francis 04.05.2022
Taylor & Francis Ltd
Taylor & Francis Group
Subjects
Active Learning
Attention Deficit Hyperactivity Disorder
Autism
Autism Spectrum Disorders
Best Practices
Career and Technical Education
Cognitive Ability
Cognitive load theory
College Students
Conceptual understanding
Course redesign
Direct Instruction
Educational Change
Educational Research
Educational Technology
Elementary Education
Elementary School Students
Elementary Schools
Elementary Secondary Education
Influence of Technology
Introductory Courses
Learning Disabilities
Learning Problems
Literacy
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Middle Schools
National Surveys
School Surveys
Science Education
Science Instruction
Special Education
Statistics Education
Students with disabilities
Technology
Universal design
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Abstract There have been significant developments in the field of statistics education over the past decade that have improved outcomes for all students. However, there remains relatively little research on the best practices for teaching statistics to students with disabilities. This article describes a conceptual visual approach to teaching a college level general education statistics course aimed at addressing the needs of students with disabilities and other struggling students. The conceptual visual components were employed using the technology tool TinkerPlots. The approach is informed by the recommendations of the GAISE report as well as research on Universal Design and Cognitive Load Theory. With support from the NSF (HRD-1128948), the approach was pilot tested at a college that exclusively serves students with LD, ADHD, and autism to gather preliminary evidence of its effectiveness in teaching statistics concepts to that population. The results of this research and the emergent recommendations to help students with disabilities gain access to statistics are described in this article. Supplementary materials for this article are available online.
AbstractList There have been significant developments in the field of statistics education over the past decade that have improved outcomes for all students. However, there remains relatively little research on the best practices for teaching statistics to students with disabilities. This article describes a conceptual visual approach to teaching a college level general education statistics course aimed at addressing the needs of students with disabilities and other struggling students. The conceptual visual components were employed using the technology tool TinkerPlots. The approach is informed by the recommendations of the GAISE report as well as research on Universal Design and Cognitive Load Theory. With support from the NSF (HRD-1128948), the approach was pilot tested at a college that exclusively serves students with LD, ADHD, and autism to gather preliminary evidence of its effectiveness in teaching statistics concepts to that population. The results of this research and the emergent recommendations to help students with disabilities gain access to statistics are described in this article. Supplementary materials for this article are available online.
There have been significant developments in the field of statistics education over the past decade that have improved outcomes for all students. However, there remains relatively little research on the best practices for teaching statistics to students with disabilities. This article describes a conceptual visual approach to teaching a college level general education statistics course aimed at addressing the needs of students with disabilities and other struggling students. The conceptual visual components were employed using the technology tool TinkerPlots. The approach is informed by the recommendations of the GAISE report as well as research on Universal Design and Cognitive Load Theory. With support from the NSF (HRD-1128948), the approach was pilot tested at a college that exclusively serves students with LD, ADHD, and autism to gather preliminary evidence of its effectiveness in teaching statistics concepts to that population. The results of this research and the emergent recommendations to help students with disabilities gain access to statistics are described in this article. Supplementary materials for this article are available online.
Audience Higher Education
Postsecondary Education
Author Wallace, Michelle L.
Dahlstrom-Hakki, Ibrahim
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SubjectTerms Active Learning
Attention Deficit Hyperactivity Disorder
Autism
Autism Spectrum Disorders
Best Practices
Career and Technical Education
Cognitive Ability
Cognitive load theory
College Students
Conceptual understanding
Course redesign
Direct Instruction
Educational Change
Educational Research
Educational Technology
Elementary Education
Elementary School Students
Elementary Schools
Elementary Secondary Education
Influence of Technology
Introductory Courses
Learning Disabilities
Learning Problems
Literacy
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Middle Schools
National Surveys
School Surveys
Science Education
Science Instruction
Special Education
Statistics Education
Students with disabilities
Technology
Universal design
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Title Teaching Statistics to Struggling Students: Lessons Learned from Students with LD, ADHD, and Autism
URI https://www.tandfonline.com/doi/abs/10.1080/26939169.2022.2082601
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Volume 30
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