2203: Hollylynne Lee

March 30, 2022·21 min·2 clips

Hollylynne Lee reveals why AP statistics is a critical gap in education research at the intersection of high school and college.

This episode of the Math Ed Podcast features host Sam Otten and guest Hollylynne Lee, a distinguished professor and statistics education expert. They explore the current state and future of Advanced Placement Statistics courses in high schools. Lee initiated a research program in 2020 due to a lack of scholarly understanding of these specific classrooms. Her work examines AP Statistics as a unique intersection between secondary mathematics education and introductory college-level statistics. Lee co-authored a 2021 national survey study titled "Trends in Teaching Advanced Placement Statistics" published in the Journal of Statistics and Data Science Education. This research aimed to systematically capture what occurs in these courses nationwide. The conversation references the course's dual role in high school curricula and college preparation. Lee argues both secondary and post-secondary educators need a clearer picture of AP Statistics to support its development. Her investigation seeks to inform how the course can best evolve moving forward. A key insight is the identified research gap regarding daily instructional practices within AP Statistics classrooms prior to her work. The episode highlights the course's strategic position bridging two educational ecosystems. Lee's fellowship with the American Statistical Association underscores her authority in this domain. The discussion suggests findings from the national survey could reveal important trends in teacher backgrounds and pedagogical approaches. The research implicitly questions whether current course designs optimally serve students' future statistical reasoning. The tone is academic and interview-based, focusing on educational research and curriculum analysis. Listeners interested in high school mathematics curriculum, assessment, and teacher education would find this episode valuable. Those seeking classroom teaching tips or debates on general math pedagogy might find the focus too specialized.

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