{"id":1193,"date":"2026-01-07T01:01:52","date_gmt":"2026-01-07T01:01:52","guid":{"rendered":"https:\/\/research.ced.ncsu.edu\/esteemhub\/?p=1193"},"modified":"2026-01-07T01:01:53","modified_gmt":"2026-01-07T01:01:53","slug":"integrating-data-science-into-mathematics-teacher-education-programs","status":"publish","type":"post","link":"https:\/\/research.ced.ncsu.edu\/esteemhub\/2026\/01\/07\/integrating-data-science-into-mathematics-teacher-education-programs\/","title":{"rendered":"Integrating Data Science into Mathematics Teacher Education Programs"},"content":{"rendered":"\n\n\n\n\n

<\/p>\n\n\n\n

In our secondary mathematics education program, we integrate statistics and data science into teacher preparation through three primary avenues: a dedicated content course, a unit in our teaching with technology course, and a peer teaching cycle in our methods course. Each avenue highlights unique opportunities while surfacing challenges we face as we seek to prepare preservice teachers for today\u2019s classrooms.<\/p>\n\n\n\n

Our Teaching Statistics & Probability<\/em> course places content at the center, engaging students in authentic projects that reflect the data science process. Here, challenges arise in ensuring that pedagogy does not take a backseat to content and that content remains relevant as state standards are revised to focus on data science.<\/p>\n\n\n\n

In Teaching Math with Technology<\/em>, we emphasize modeling with functions, primarily with familiar tools like Desmos and spreadsheets. New data science courses offered at near-by high schools prompt us to consider whether preservice teachers should also learn to teach data science programming as part of their preparation. Finally, our Teaching Math in Public Schools<\/em> methods course brings data science into practice through peer teaching. While powerful, this work also highlights a struggle: students\u2019 tendency to focus narrowly on computation rather than connecting and interpreting data. Together, these courses capture our approach to integrating statistics and data science meaningfully as we prepare future teachers for a changing world.<\/p>\n\n\n\n

Authors<\/h2>\n\n\n\n
\"\"<\/a>
Tenille Cannon | Brigham Young University<\/a>
tcannon@mathed.byu.edu<\/a><\/figcaption><\/figure>\n\n\n\n
\"\"<\/a>
Sharon Christensen | Brigham Young University<\/a>
sharonc@mathed.byu.edu<\/a><\/figcaption><\/figure>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

In our secondary mathematics education program, we integrate statistics and data science into teacher preparation through three primary avenues: a dedicated content course, a unit in our teaching with technology course, and a peer teaching cycle in our methods course. Each avenue highlights unique opportunities while surfacing challenges we face as we seek to prepare…<\/p>\n","protected":false},"author":72,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"ncst_custom_author":"","ncst_show_custom_author":false,"ncst_dynamicHeaderBlockName":"ncst\/default-post-header","ncst_dynamicHeaderData":"{\"showAuthor\":false,\"showDate\":false,\"showFeaturedVideo\":false,\"showReadingTime\":true,\"subtitle\":\"Tenille Cannon & Sharon Christensen | Brigham Young University\",\"displayCategoryID\":31}","ncst_content_audit_freq":"","ncst_content_audit_date":"","footnotes":"","_links_to":"","_links_to_target":""},"categories":[31],"tags":[],"class_list":["post-1193","post","type-post","status-publish","format-standard","hentry","category-change-in-action"],"displayCategory":{"term_id":31,"name":"Change in Action","slug":"change-in-action","term_group":0,"term_taxonomy_id":31,"taxonomy":"category","description":"","parent":0,"count":3,"filter":"raw"},"acf":[],"_links":{"self":[{"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/posts\/1193","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/users\/72"}],"replies":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/comments?post=1193"}],"version-history":[{"count":7,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/posts\/1193\/revisions"}],"predecessor-version":[{"id":1219,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/posts\/1193\/revisions\/1219"}],"wp:attachment":[{"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/media?parent=1193"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/categories?post=1193"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/tags?post=1193"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}