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Title: Student-Identified Supportive Practices in Post-Secondary Statistics: Conceptualizing Universal Design for Learning
Curricula that engage post-secondary students in the statistical investigation process and use simulation-based inference have been shown to increase students' understanding of statistical concepts across diverse student populations. A college found no difference in learning gains between neurodivergent students (e.g., students with learning or attention differences, including but not limited to diagnosed learning disabilities, executive function challenges, and/or ADHD) and their neurotypical peers when these interventions were used, in contrast to earlier interventions. Through student interviews (n = 35), investigators identified inclusive instructional practices students felt supported them in learning statistics. This paper adds to research on innovative instructional methods by explaining these practices in post-secondary statistics courses using active learning, their alignment with Universal Design for Learning, and how students value these practices.  more » « less
Award ID(s):
2314358
PAR ID:
10684523
Author(s) / Creator(s):
; ;
Editor(s):
Budgett, Stephanie
Publisher / Repository:
12th International Conference on Teaching Statistics (ICOTS12)
Date Published:
Format(s):
Medium: X
Location:
Brisbane, Australia
Sponsoring Org:
National Science Foundation
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