This study addresses the need to develop secondary students’ critical understanding of descriptive statistics for social justice. Students worked on non-routine problems called Model Eliciting Activities, which require students to make interpretation and conclusion of meaningful real life situations. The modeling lessons had four Model Eliciting Activities (Safe Water, Millennium Dam, Football & Tourist) so as to allow students to ‘express, test and revise’ their models iteratively in an engineering way in multi-disciplinary areas. The objective of the study is to explore how can students develop critical understanding with the aim of living together in the world that is ‘survival with dignity’ using a pedagogy of Modeling Approach on cross cutting issues of a society on a unit of descriptive statistics. Quality Assurance Guide instrument was used to assess students’ models on Model Eliciting Activities. A transformative study design was used to look into students’ critical understanding qualitatively. Descriptive statistics and content analysis were used to analyze the data on students’ reports on Model Eliciting Activities and on projects. Though students found Model Eliciting Activities cognitively challenging tasks, they constructed different models working in a team collaboratively towards social justice. In conclusion, the findings of the study showed students more likely can enhance their critical understanding of descriptive statistics towards social justice working on relevant non-routine tasks like Model Eliciting Activities and doing projects on their own themes.

Author Name: Mulugeta Woldemicheal Gebresenbet

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Keywords: Statistics, Modeling Approach, Model Eliciting Activity and social justice

ISSN: 2707-5060

EISSN: 2707-5052

EOI/DOI:

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