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This paper presents findings from a qualitative study of eleven experienced STEM educators who worked alongside developers to design and implement data-rich lessons in their grades 6–9 mathematics and science classrooms. In the context of a project that seeks to develop professional learning for data fluency, researchers documented the co-development process to articulate a model of what teachers need to know and be able to do in order to support their students’ data fluency. The project team distilled key findings into two framing documents: 1) a description of high-leverage areas of focus for PL which highlight challenges faced by teachers, which are common, important for data fluency, and represent opportunities for supporting teacher and student growth; and 2) a logic model that describes how the PL course under development is expected to influence teacher, classroom, and student outcomes. This paper contributes to the larger education community by defining the professional learning needs of educators who wish to integrate data into their STEM classrooms. These frameworks provide designers and researchers with touchpoints to structure and study PL experiences, lesson materials, and other classroom resources for both new and veteran educators. These tools can provide STEM teachers with guidance for reflecting on their current knowledge, skills, beliefs, and teaching practices that help their students become more data fluent. 

This work-in-progress paper describes the development of an assessment for teachers’ pedagogical content knowledge (PCK) for data fluency – the ability and confidence to actively make sense of and use data. In the context of a project that seeks to develop and pilot test data fluency professional learning for mathematics and science teachers in grades 6–9, researchers constructed a novel instrument for assessing teachers’ specialized knowledge for teaching, which lives at the intersection of data knowledge, domain-specific knowledge, pedagogy, and technology. This online one-hour instrument is a written performance task and is sensitive to three dimensions of PCK: 1) teachers’ ability to analyze student thinking, 2) teachers’ ability to plan instruction, and 3) the degree to which teachers’ responses reflect a learner-centered orientation. The project team is currently developing a scoring rubric for this instrument, which will be revised based on the pretest and posttest data from the pilot study. 

This paper compares the accuracy and complexity of Raghavan and Baum’s Reliability Output Viterbi Algorithm (ROVA), Polyanskiy’s accumulated information density (AID), and Fricke and Hoeher’s lower complexity approximation of ROVA. It turns out that AID is far less accurate than ROVA in practice. This paper proposes codeword information density (CID), which modifies AID to improve its accuracy and leads to a lower-complexity implementation of ROVA. The paper includes an analytical expression for the random variable describing the correct decoding probability computed by ROVA and uses this expression to characterize how the probabilities of correct decoding, undetected error, and negative acknowledgement behave as a function of the selected threshold for reliable decoding. This paper examines both the complexity and the simulation time of ROVA, CID, AID, and the Fricke and Hoeher approximation to ROVA. This paper also derives an expression for the union bound on the frame error rate for zero-terminated trellis codes with punctured symbols and uses it to optimize the order of symbol transmission in an incremental retransmission scheme. This paper concludes by comparing the performance of an incremental retransmission scheme using ROVA as a stopping condition to one that uses a CRC as a stopping condition.