1 of 25

TEACHER’S LEARNING ABOUT COMMUNITY AND STATISTICAL LITERACY THROUGH DATA INVESTIGATIONS OF SPATIAL FOOD ACCESS DATA

Mandana Delavari, University of Houston

Laura Shelton, Marist University�Travis Weiland, UNC-Charlotte

2 of 25

ACKNOWLEDGEMENT

This material is based upon work supported by the National Science Foundation under DRK-12 Grants #2143816 and #2517085. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the view of the National Science Foundation.

3 of 25

GOALS AND CONJECTURES

Project Goal: Investigating how to support secondary mathematics teachers in developing their own statistical literacy through data investigations of sociopolitical issues and translating that literacy into classroom practice

Research Conjecture 1: To develop a critical statistical literacy, people need to be situated in authentic praxis of multiple communities of practice (i.e., mathematics education, statistics education, statistics, & critical pedagogy) investigating meaningful issues to their communities.

Research Conjecture 2: If explicitly supported for an extended period, teachers can translate learning from a professional learning community (PLC) situated at the intersection of multiple communities of practice (CoP) to their classroom practice. 

4 of 25

CRITICAL STATISTICAL LITERACY

Background:

Our project draws from several important areas of research.

First, we use Freire’s ideas of critical literacy and dialectic tensions (Freire, 1970; Freire & Macedo, 1987). His work reminds us that learning should connect real-world issues to reflection and action, that helps learners read and write the world critically.
This project extends previous theoretical work that consider the intersection of critical and statistical literacy in teaching statistics in school mathematics (Author 3, a; Author 3, b).
Social justice curricula is not new to mathematics education. Harper (2017) found that when students engage in social justice issues, they need ongoing opportunities to connect the math to the real-world complexities of the topic.� Similarly, Willey and Pinheiro (2019) showed that when teachers reposition the local community as a mathematical space, they become more confident and effective in culturally relevant teaching.

We used all these ideas to frame the learning experiences :mathematics → real social issues.

5 of 25

THEORY OF CHANGE

Generative Themes to “spark” the learning process

Learning through authentic practice in a community of practice

Cycles of reflection and action (i.e. Praxis) to become enculturated to practices

Sociopolitical perspective on learning drawing heavily from Communities of Practice (Lave & Wenger, 1996) and Critical Literacy (Freire, 1970).

�

6 of 25

DESIGN PRINCIPLES

Data investigations of relevant issues using real data are the core of authentic practice.
Frame problems to investigate using dialectic tensions (i.e. difference/ representation; certain/uncertain; signal/noise) situated in issues relevant to the learners you are designing for at various levels such as international, national, community, local, home.
Incorporate ongoing cycles of reflection and action (i.e. praxis).
Use appropriate technology tools.
Understanding of content and context are both valued as learning goals.
Community building is an explicit aspect of the design.
Pedagogy is modeled and made explicit.
Design is transparent and explicitly communicated.

7 of 25

RESEARCH QUESTION

How can learning experiences be designed to support teachers’ development of reading and writing the world with spatial data and translate that into their teaching practice?

8 of 25

METHODOLOGY

Design-Based Research (Cobb & McClain, 2004; Gutiérrez & Jurow’s, 2018)
Longitudinal Professional Learning Community (Four Years)
Weeklong PD during summer 2024 (Year 2)
17 secondary mathematics teachers

The series of activities that we use in proposal is part of a larger design-based research (DBR) project that aimed at understanding the ways high school mathematics teachers develop critical statistical literacy (Author 3, a).

DBR :

1) Iterative in nature : which uses cycles of design, implementation and refinement. The intervention in this study is a series of learning experiences where teacher-participants engage in a data investigation about food access in their community.

The design of the intervention in this project was based on conjecture maps that our research team developed before the week-long summer PD.

2) One of the hallmarks of DBR is the purpose of using it, which is to develop “humble” theories (Cobb & McClain, 2004).

In this project: We wanted teachers to use what they know about their own local community to help them create meaningful social justice statistics lessons.

9 of 25

LEARNING SEQUENCE OBJECTIVES

Deepen teachers' understanding how to investigate relevant issues using data.
Support teachers in creating data investigations of relevant isues to use in their classrooms.

specific segment of the PD where we wanted to deepen teachers' understanding of local food insecurity issues.

Our designed a learning experience aimed for building 1) teachers’ contextual knowledge and 2) engaging them meaningfully with local data,

First, we invited a guest speaker from local nonprofit organization, who provided overview of food insecurity and food access issues through local data and relevant stories
After the speaker’s presentation, we introduced the datasets we had prepared for the teachers.� Using CODAP, teachers explored a workspace that combined grocery store locations and census tract information, help them visually connect data to real community conditions.
Teachers then had time to explore the data independently→ formulate their own investigation questions, and finally,
one group presented their findings back to the PLC to get feedback.

10 of 25

LEARNING SEQUENCE

Guest Speaker from local food access & advocacy nonprofit - overview of food insecurity and food access issues through local data and relevant stories
We presented two interconnected datasets with spatial attributes we designed for teachers to use in a data investigation on the issue in CODAP
Teachers were given time to explore the data and formulate investigation questions
One group of teachers presented their findings from their investigation to the rest of the PLC for feedback on their work
Teachers were given time to consider how to translate this investigation into their own classrooms

specific segment of the PD where we wanted to deepen teachers' understanding of local food insecurity issues.

Our designed a learning experience aimed for building 1) teachers’ contextual knowledge and 2) engaging them meaningfully with local data,

First, we invited a guest speaker from local nonprofit organization, who provided overview of food insecurity and food access issues through local data and relevant stories
After the speaker’s presentation, we introduced the datasets we had prepared for the teachers.� Using CODAP, teachers explored a workspace that combined grocery store locations and census tract information, help them visually connect data to real community conditions.
Teachers then had time to explore the data independently→ formulate their own investigation questions, and finally,
one group presented their findings back to the PLC to get feedback.

11 of 25

DATA SOURCES

Data was collected through multiple sources

Video Recordings and Transcripts of each activity
Field notes during the activity
Teacher-participant artifacts:

Written reflections
Work products

12 of 25

ANALYSIS

Used conjecture maps to trace how the design supported teachers' understanding of spatial data (Sandoval, 2014)

Collaborative reflection on embodiment, design principal, and learning outcomes

Developed deductive codes based on design principles (Saldaña, 2009)

Use conjecture maps (core tool in DBR)

structured around four interconnected components Sandoval (2014):

Design Principal (conceptual framework) :Big ideas that guided our learning design

Embodiments : concrete learning activities we created based on those principles

Learning experience outcome: these are the effects we hoped to see during and after each learning activity

Project Outcomes: the broader changes we aimed for in teacher thinking and practice over time.

After each day, we collectively reflected on how each embodiment (learning activity) connected to the design principles and learning outcomes.

We used CM

Trace how our design decision supported teachers' development of critical statistical literacy (specifically here, reading and writing the world with understanding of the spatial data)

How the design of learning activities lead to specific types of teachers growth through the lens of our design principles

On next slide we will show an example of one of these path

Authors 1 and 2 did deductive coding based on the design principles and author 3 check for reliability of the coding.

Through this process, we were able to trace how teachers naturally grew into reading and writing the world —that happened through cycles of reflection and action, exploration, and authentic engagement with the learning activities.

13 of 25

EXAMPLE - HIGHLIGHT PATH THROUGH THE CM

Began with:

specific embodiment (learning activity) (Green colo): teachers engaged in exploring food desert data using CODAP.

This activity embody several design principles. We focus on two that are highlighted in blue:

First, Data Investigation of a Relevant Issue, because food insecurity was meaningful for teachers that they came up with that

Second, Use of Real Data and Appropriate Technology, as teachers worked with (CODAP) with authentic community datasets and spatial mapping tools.

Immediate learning outcomes (Red):

Teachers formulated their own investigative questions for their data exploration-desired

Teacher used CODAP to visualize, manipulate, and explore relationships within the data

We linked that to

broader project outcome (purple): Teachers developed critical statistical literacy by doing and teaching statistics

14 of 25

SITUATE THEMSELVES AND THEIR COMMUNITIES WITHIN THE DATA�

Design Principles:

Data Investigations of Relevant Issues
Content & Context are Equally Important
Real Data & Appropriate Technology

Embodiments:

Collaborative learning activities using CODAP to investigate local spatial datasets

Teachers would locate their community, their school, and their student's community on the data visualization
Many teachers used their understanding of what grocery stores were in their area to orient themselves on the map of the spatial dataset provided
“CODAP allowed me to see the data and consider the locations of stores, along with poverty rate, transportation, race, etc.,”--Anna

15 of 25

CRITIQUE THE DATA ITSELF �

Design Principles:

Data Investigations of Relevant Issues
Content & Context are Equally Important

Embodiments:

Exploring and reflecting upon local spatial datasets

Because the data was from the teacher’s community, they could critique the data and make sense of the patterns by ground-truthing from their own knowledge and experiences
“There may be more variables involved with food insecurity other than the types of grocery stores.”—Nia
Anna questioned “The spread of certain types of stores in certain areas.”

16 of 25

RECOGNIZE COMMUNITY-LEVEL DISPARITIES IN FOOD ACCESS

Design Principles:

Data Investigations of Relevant Issues
Content & Context are Equally Important
Real Data & Appropriate Technology

Embodiments:

Collaborative learning activities using CODAP to investigate local spatial datasets

Teachers questioned the locations of “high-end” vs. “low-end” stores and characteristics of the communities they were located in
“How are people getting there ’cause it is not walkable? You’re not sending kids to walk to [blinded].”--Nancy
“association or relationship between SNAP and types of grocery stores available.”--Nancy

17 of 25

RESULTS

Theme 1: Spatial Data Supported Teachers’ Sensemaking of content and context

Situate Themselves and Their Communities Within the Data
Critique the Data Itself
Recognize Community-Level Disparities in Food Access

Theme 2: Teachers Progressed Through Cycles of Awareness, Empathy, and Action

Developing Awareness Through Community-Rooted Learning
Growing Empathy and a Sense of Responsibility Toward Students
Envisioning Instructional Actions for Social Change

Our central finding (Central Theme) was that: community based, relevant data investigation can powerfully motivate teachers to consider action to improve their community

Our data shows that Teacher development happened in three connected staged:

Awareness and understanding: Teachers began to read the world by investigating the real-world issue of food insecurity, supported by a) the guest speaker’s grassroots stories and b) their own work with spatial data.
Responsibility & Empathy: through (reflection, action and discussion), teachers developed an emotional connection to the issue. They showed responsibility, empathy and advocacy for the students experiencing this issue.
Classroom Action & Integration: teachers started the writing the world by integrating these data investigation into their own classrooms.

On the next 3 slides we will show how the design principles and the design of the learning experiences created the opportunity for these stages of teacher development to emerge.

18 of 25

STAGE 1: BUILDING AWARENESS AROUND THE SOCIAL ISSUE: READING THE WORLD

Design Principles:

Data Investigations of Relevant Issues
Content & Context are Equally Important
Real Data & Appropriate Technology

Embodiments:

A guest speaker’s grassroots perspective
Collaborative learning activities using CODAP to investivate local spatial datasets

“The emphasis is on talking to people in the community who know about issues and not just to people in charge who are separated from the issue.” �- Sarah

Teachers valued local, community-sourced data and began seeing grassroots involvement as key to change.

In Stage 1, teachers became aware of the social issue of food insecurity, what Freire describes as reading the world.

This awareness was supported by two key embodiments:

The guest speaker grassroots perspective on food access issues within the local community,
And collaborative activities where teachers explored community-based spatial data using CODAP

These learning experiences were intentionally designed based on the following design principles:

Investigating relevant issues,
Valuing content and context equally,
And using real data with appropriate technology.

This stage of awareness is captured well in a reflection from Sarah, who said:

'The emphasis is on talking to people in the community who know about issues and not just to people in charge who are separated from the issue.'

This quote shows instances of how teachers started to see that real change comes from listening to people in the community and using information directly from them.

19 of 25

STAGE 2: DEVELOPING SOCIAL AND EMOTIONAL RESPONSIBILITY THROUGH PRAXIS

Design Principle:

Context & Content are Equally Important

Embodiment:

Discussions with guest speaker and their community through storytelling around the students experiencing food insecurity

“There are students that are without food access, and we should be sensitive about how that affects their ability to learn.” - Nancy

“We need to advocate more for students who are displaying signs of hunger.” - Leona

In Stage 2, teachers developed a sense of social and emotional responsibility—what Freire connects to reflection leading to action.

This growth was supported by the key embodiment of:

Discussions with the guest speaker and members of the community, using storytelling that highlighted the experiences of students facing food insecurity.

This learning experience was designed around the principle of

“context and content” are equally important

This stage of reflection and responsibility is captured well in reflections from two teachers.� Nancy shared:

'There are students that are without food access, and we should be sensitive about how that affects their ability to learn.'

And Leona says:

'We need to advocate more for students who are displaying signs of hunger.'

These reflections show that teachers began to see the stories behind the data, and feeling a sense of responsibility to support their students’ needs not apnly academically but personally as well.

20 of 25

STAGE 3: TAKING ACTION THROUGH TEACHING (I.E. WRITING THE WORLD)

Design Principles:

Data Investigations of Relevant Issues
Ongoing Cycles of Reflection and Action

Embodiments:

Providing opportunities for teachers to explore food insecurity using spatial data in CODAP
Allowing teachers to recognize the potential ways to incorporate real-world problems into their teaching

“I plan to use this information in lessons I teach my students.” - Anna

“I think we are learning useful and meaningful statistics that can translate well into the classroom. Not just for the purpose of teaching math/statistics but to help generate a more informed generation that will one day be the ones making these very decisions.” - Nancy

In Stage 3, teachers moved toward taking action through their teaching—what Freire describes as writing the world.

This stage of growth was supported by two key embodiments:

When we Providing opportunities for teachers to explore food insecurity using spatial data in CODAP,�
And creating space for teachers to recognize how real-world problems could be meaningfully incorporated into their own teaching practices.

These learning experiences were intentionally designed around two design principles:

Investigating relevant real-world issues,�
And ongoing cycles of reflection and action.�

These action oriented mindset is captured clearly in teachers’ reflections.� Anna wrote:

'I plan to use this information in lessons I teach my students.'

And Nancy reflected:

'I think we are learning useful and meaningful statistics that can translate well into the classroom. Not just for the purpose of teaching math/statistics but to help generate a more informed generation that will one day be the ones making these very decisions.'

These reflections shows how teachers move beyond content delivery. They started aiming for empowerimg students to critically engage with real-world issues through mathematics.

21 of 25

CONCLUSIONS

Situating the data investigation in a relevant issue to the community supported the teacher’s engagement with the data and had a bootstrapping effect with their learning of critical statistical literacy practices and food access in their community.
In particular, the visualization of the data seems to help the teachers see the inequities and spark them to explore more and search for answers in the data while also connecting to their knowledge of the community.

Our study highlights several important implications.

collaborative Design-Based Research can help develop professional development that is directly relevant to teachers’ needs and local contexts.
it is important that teacher educators place equal emphasis on both content knowledge and contextual knowledge when engaging teachers in social justice mathematics.
we found that community-based data investigations can support teachers in developing critical awareness and a sense of agency.(Through this process, teachers can become agents of change by connecting mathematical content to real-world social justice issues.)
Finally, we see conjecture mapping helpful is connecting design principles to specific activities and outcomes, and allowed us to trace teacher growth through the lens of our original goals. (We think this process gives researchers a clear structure to refine future designs.)

22 of 25

CONCLUSIONS

Placing equal emphasis on context and content knowledge is challenging but important for carrying out authentic practice (i.e. data investigations)
Engaging in relevant community-based data investigations can develop teachers’ critical awareness and agency

Our study highlights several important implications.

collaborative Design-Based Research can help develop professional development that is directly relevant to teachers’ needs and local contexts.
it is important that teacher educators place equal emphasis on both content knowledge and contextual knowledge when engaging teachers in social justice mathematics.
we found that community-based data investigations can support teachers in developing critical awareness and a sense of agency.(Through this process, teachers can become agents of change by connecting mathematical content to real-world social justice issues.)
Finally, we see conjecture mapping helpful is connecting design principles to specific activities and outcomes, and allowed us to trace teacher growth through the lens of our original goals. (We think this process gives researchers a clear structure to refine future designs.)

23 of 25

CHALLENGES

The teachers describe the activities from the PLC as translating to their own classroom teaching.
However, to date few teachers have incorporated lessons based on this experience in their own teaching
They do however discuss their experiences of this learning sequence as important and memorable
We are still teasing out how this learning sequence supported their long-term development

Our study highlights several important implications.

collaborative Design-Based Research can help develop professional development that is directly relevant to teachers’ needs and local contexts.
it is important that teacher educators place equal emphasis on both content knowledge and contextual knowledge when engaging teachers in social justice mathematics.
we found that community-based data investigations can support teachers in developing critical awareness and a sense of agency.(Through this process, teachers can become agents of change by connecting mathematical content to real-world social justice issues.)
Finally, we see conjecture mapping helpful is connecting design principles to specific activities and outcomes, and allowed us to trace teacher growth through the lens of our original goals. (We think this process gives researchers a clear structure to refine future designs.)

24 of 25

THANK YOU!

Check out our website www.criticalstatisticalliteracy.org

Contact Us

Travis Weiland, tweilan1@charlotte.edu

25 of 25

REFERENCES

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

Weiland, T. (2017). Problematizing statistical literacy: An intersection of critical and statistical literacies. Educational� Studies in Mathematics, 96(1), 33-47.

Weiland, T. (2019). The contextualized situations constructed for the use of statistics by school mathematics� textbooks. Statistics Education Research Journal, 18(2), 18-38.

Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Taylor and Francis.

Harper, F. K. (2017). Coming to understand the big issues: remaking meaning of social justice

Rubel, L. H., Lim, V. Y., Hall-Wieckert, M., & Sullivan, M. (2016). Teaching mathematics for� spatial justice: An investigation of the lottery. Cognition and Instruction, 34(1), 1–26.� https://doi.org/10.1080/07370008.2015.1118691

Willey, C., & Pinheiro, W. A. (2019). Supporting prospective urban teachers to access children’s multiple mathematical knowledge bases: Community mathematics� explorations.Transforming Mathematics Teacher Education: An Equity-Based Approach, 57-76.

Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.