Using Technology to Rethink the Intersection of Statistics Education and Social Justice

A critical consumer is able to ask questions and discern information about data—its collection and analysis, and is able to judge whether conclusions are warranted (GAISE, 2007; Best, 2001). Promoting statistical knowledge by exploring social issues that create disparities helps individuals foster initiative for positive change and engage in equitable practices (Moses & Cobb, 2001; Gutstein, 2006). This chapter explains investigations suitable for use with pre-service/in-service teachers and middle school or high school students. Investigations were structured to help participants: 1) Engage in statistical problem solving using real data; 2) Focus on the process of statistical investigation (Rossman & Chance, 2012); and 3) Consider statistics as a means of promoting social change. A description of investigations and sample artifacts are included.