Our Work
Marisa Tualla serves as a K-12 Mathematics Specialist at the Arizona Department of Education, and Christel Bruno is the President of the Arizona Association of Teachers of Mathematics. Between us, we bring over 40 years of K-12 educational experience. Together, we have partnered with Northern Arizona University, the Coconino County Office of Education, and the Arizona Department of Education on a National Science Foundation grant, Arizona Data Science Corps (AZDSC), focused on bringing data science into classrooms and school communities across Arizona.
As part of this work, we lead professional learning for teachers and instructional coaches that begins with student experiences, explores the pedagogy that shapes those experiences, and connects that work to state standards. Before every professional learning session, we establish our working agreements. These statements reflect the shared structures that guide how we work together and create the conditions for meaningful learning.
Creating the Conditions
First, we believe that everyone is a data person. Just as we believe every student is a math person, we believe every student and teacher can engage in data science at high levels. Our role as educators is to foster a learning environment where all learners feel empowered to ask questions, process big data, create visualizations, and tell the data story.
Second, we acknowledge that we may say things that challenge your thinking, and that is okay. Data science is still emerging in many K-12 settings, and definitions are still forming. Research shows there is increasing emphasis on instructional practices that foster deep thinking, reasoning, analysis, and problem-solving. The approaches we discuss differ from more traditional teacher-directed instruction, creating opportunities to reflect on how instructional choices can best support student learning. We also strive to create a learning environment where questions are welcomed, new ideas can be explored, and trying new approaches is encouraged. We invite participants to approach conversations with curiosity, openness, and a willingness to consider perspectives that may stretch or refine their current understanding.
Third, we emphasize curiosity, sense-making, and productive struggle. We recognize that our goal is to create data-literate and data-proficient students, and “I do, We do, You do” cannot achieve this. Throughout our professional learning, we model inquiry-based and problem-based learning experiences rather than focusing solely on finding the correct answer. We want teachers and students alike to feel comfortable saying, “I don't know. Let's figure it out together.”
Another important belief is that we are all learners in this space. When we first began this work, we quickly realized how much there was to learn. We continue to grow through webinars, books, conferences, and collaboration with colleagues. Resources such as Data Science 4 Everyone have provided valuable learning opportunities and practical classroom materials that support both teacher learning and student engagement.
Finally, we emphasize that statistics is not the whole of data science. Data Science embodies a full process of investigating authentic questions using data that is rarely found in a beautifully curated set. We use North Carolina State University’s InSTEP Data Investigation Process as a structure for data investigation, but place particular emphasis on its Habits of Mind: the ways learners question, explore, reason, communicate, and make sense of data. By focusing on questions, patterns, and insights, teachers begin to see data science as a powerful vehicle for inquiry.
Ongoing Learning, Together
One important aspect of this work has been recognizing that professional learning cannot end when a workshop concludes. Supporting implementation requires sustained engagement. Throughout the upcoming school year, we will connect teachers with data science experts from all over the world, facilitate ongoing collaboration, and cultivate a community of practice where educators can share successes, wrestle with challenges, and learn from one another.
Shaping the Future
As data science continues to expand across K-12 education, educational leaders have an opportunity to shape how it is introduced and experienced in schools. By encouraging thoughtful exploration, building a culture of learning, and providing ongoing support, we can help teachers build the confidence and capacity needed to prepare students for an increasingly data-rich world.
Join our session “Integrating Data Science into K–12 Math for Innovation and Deeper Learning” in Denver at the 2026 NCSM Annual Conference!
