The early Hawaiian game of LuLu can be used to discuss both experimental and theoretical probability.

Welcome to a new year of “Technology Tips.” I, Hollylynne Stohl, will edit the column for the 2004–2005 year. If you have a tip that can help other teachers learn how to use a technology application in the classroom, please send your ideas to me.

This study examined a random stratified sample (n=62) of teachers’ work across eight institutions on three tasks that utilized dynamic statistical software. We considered how teachers may utilize and develop their statistical knowledge and technological statistical knowledge when investigating a statistical task. We examined how teachers engaged in transnumerative activities with the aid of technology through representing data, using dynamic linking capabilities, and creating statistical measures and augmentations to graphs. Results indicate that while dynamic linking was not always evident in their work, many teachers took advantage of software tools to create enhanced representations through many transnumerative actions. The creation and use of such enhanced representations of data have implications for teacher education, software design, and focus for future studies. First published May 2014 at Statistics Education Research Journal Archives

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Since graphical displays of data are increasingly used in magazines, in newspapers, and on television to communicate relationships among numerical data, it is important to expose middle school students to various types of contexts where interpretation of graphical data is necessary. The NCTM (2000) concurs that students in grades 6–8 should “begin to compare the effectiveness of various types of displays in organizing the data for further analysis or in presenting the data clearly to an audience” (p. 49).