
TinkerPlots is especially useful for mathematics teachers striving to teach students data analysis in line with recommendations of the NCTM’s Curriculum Standards, and to inquiry-based science classrooms where students collect and analyze data as part of formulating and testing their own hypotheses.
TinkerPlots 1.0 is commercially available from Key Curriculum Press.

We start where students are.
Students can begin using Tinkerplots without knowledge of conventional graphs or different data types, without thinking in terms of variables or axes.
By progressively organizing their data,
By ordering, stacking, and separating data icons, students gradually organize data to answer their questions. Students can analyze data that come with the program, that they download from the Internet, or that they enter themselves.
students design their own plots,
Using the construction set of basic operations, students create a wide variety of graphs, including standards like pie charts, histograms, and scatterplots, and novel graphs of their own invention.
transforming one display into another
Because plots are built up in stages, students can deconstruct unfamiliar plots to learn how to interpret them. Students can save the current plot configuration as a new command (“skyline graph”) to later recreate that plot type in one step.
in search of group differences and trends.
To perceive variability in data, Tinkerplots offers more than position along axes; it also offers differences in icon size, color, and sound. These additional modalities allow students to detect covariation in powerful and intuitive ways.
TinkerPlots is a result of our NSF-funded TinkerPlots project.
To be written. (Movie files have to be separately uploaded to the server.)
Principal investigator: Cliff Konold
Software designer: Craig Miller
Classroom activities and materials for teaching statistics with TinkerPlots were developed and tested at the following locations.
Locations: Michigan State University and University of North Carolina at Chapel Hill.
| curriculum author | Susan Friel | UNC Chapel Hill |
| master teachers | Rebecca Gibson | Duke Schol for Children Middle School, Durham NC |
| Kathy Jansen | Duke Schol for Children Middle School, Durham NC | |
| Bill O’Connor | Duke Schol for Children Middle School, Durham NC | |
| Jim Mamer | ||
| research assistant | Marie Turini |
Location: University of Wisconson at Madison.
| project director | Meg Meyer | U. Wisconson |
| curriculum author | Arthur Bakker | Freudenthal Institute, Utrecht Univ. |
| master teachers | Ann Frederickson | Savanna Oaks Middle School, Madison WI |
| Teri Hedged Jansen | Savanna Oaks Middle School, Madison WI | |
| Doug McFarlane | Savanna Oaks Middle School, Madison WI | |
| project staff | Kay Schultz | U. Wisconson |
Location: Educational Development Center (EDC), Newton MA.
| curriculum author | Amy Brodesky | EDC |
| master teachers | Jim Stoddard | Edith C. Baker School, Brookline MA |
| Amy Doherty | Edith C. Baker School, Brookline MA |
Location: University of Montana at Missoula.
| curriculum authors | Rick Billstein | U. Montana |
| Jim Williamson | U. Montana | |
| master teacher | Linda Tetley | Thomas Jefferson Middle School, Jefferson City MO |
Robert Gould, UCLA Department of Statistics
Andee Rubin, TERC, Cambridge MA
Joan Garfield, University of Minnesota
Bill Finzer, KCP Technologies (developer of Fathom)