Statistics for Secondary Mathematics Teaching goes deep on data, study design, and probability — the statistical literacy secondary students need to navigate an increasingly data-driven world.
What D899 covers
The course provides a comprehensive exploration of advanced concepts and methodologies in teaching statistics and probability, delving into summarizing and representing data, study design, sampling, testing claims, drawing conclusions, and probability.
Emphasizing a deep understanding of conceptual foundations, including their historical development and perspectives from diverse cultures, the course addresses common misconceptions and students' ways of thinking, and highlights the appropriate use of instructional practices. There are no prerequisites for this course.
The D899 performance assessment
Expect a performance assessment requiring you to design statistics instruction addressing a specific student misconception about data, sampling, or probability.
Key topics in D899
- Data summarization and representation
- Study design and sampling
- Testing claims and drawing conclusions
- Common statistical misconceptions
Writing tips for D899
Follow the task instructions and rubric line by line
WGU performance assessments for D899 are graded against a fixed rubric — every rubric line has to be visibly addressed, usually with a labeled heading that mirrors the rubric language. Skipping a rubric point because it seems minor is the single most common reason a competent submission comes back "Not Yet Competent" for revision.
Ground every claim in a specific secondary grade level and math content
Secondary Mathematics Education courses like D899 typically ask you to apply content knowledge and pedagogy to a specific grade level and math topic rather than write about teaching in the abstract. Evaluators are checking whether your reasoning fits that concrete classroom situation — vague, generic statements about "good math teaching" usually lose rubric points for lacking that specificity.
Because WGU is self-paced, don't let "no deadline pressure" become no submission
There's no weekly due date forcing progress, which means procrastination costs more at WGU than at a traditional term-based school — a stalled task can quietly eat weeks of a term. Treat your own target date for each D899 assessment as a real deadline.
Stuck on your D899 task?
Our writers know WGU's competency-based format and this course's performance assessment. Get an original, properly cited paper matched to your task instructions.
Why students seek help with D899
Candidates sometimes teach statistical procedures without addressing the specific common misconception the course wants targeted (e.g., confusing correlation with causation) — the rubric typically wants that misconception explicitly named and addressed.
How GradeEssays helps with D899
Share your topic and rubric, and your writer will build statistics instruction that explicitly names and addresses a specific common student misconception.
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Place Your Order View All ServicesPrerequisites and program context
D899 has no prerequisites. Part of WGU's undergraduate Mathematics Education (Secondary) teacher-licensure curriculum.