PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Teaching Statistics with a Critical Pedagogy
Page: 104
After the country’s focus shifted from K-12 towards higher education, postsecondary schools found themselves under significant public, financial, and political pressure. To close the achievement gap and meet new standards of accountability, higher education institutions began looking for methods to increase student access and success. This quantitative study measured the effectiveness of implementing a critical statistics pedagogy in an undergraduate introductory statistics classroom and its impact on course success, persistence, and mathematical empowerment. Data collected from four classes at a community college found the use of a critical pedagogy had a positive impact on students’ overall achievement, increased their awareness of social justice issues, and aided in the development of their critical voice.