Introductory Statistics: Preparing In-Service Middle-Level Mathematics Teachers for Classroom Research

Autor/inn/en	Green, Jennifer L.; Smith, Wendy M.; Kerby, April T.; Blankenship, Erin E.; Schmid, Kendra K.; Carlson, Mary Alice
Titel	Introductory Statistics: Preparing In-Service Middle-Level Mathematics Teachers for Classroom Research
Quelle	In: Statistics Education Research Journal, 17 (2018) 2, S.216-238 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Introductory Courses; Statistics; Inservice Teacher Education; Mathematics Teachers; Educational Research; Teacher Researchers; Faculty Development; Decision Making; Thinking Skills; Action Research; Problem Solving; Experienced Teachers; Data Analysis; Information Utilization; Statistical Inference + Suchen Sie Ihr Suchwort? Einführungskurs; Statistik; Lehrerfortbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Decision-making; Entscheidungsfindung; Denkfähigkeit; Projektforschung; Problemlösen; Auswertung; Informationsnutzung; Inferential statistics; Schließende Statistik
Abstract	In this study, we examined how in-service middle-level mathematics teachers used statistics in their own classroom research. Using an embedded single-case design, we analyzed a purposefully selected sample of nine teachers' classroom research papers, identifying several themes within each phase of the statistical problem solving process to summarize how teachers 1) planned studies and collected data, 2) analyzed data, and 3) interpreted results. The results illustrate the varying ways in which teachers used statistics to make data-based decisions about their classrooms, revealing teachers' early development in their statistical thinking and suggesting that teachers' required knowledge of statistics is multi-faceted, requiring both a pedagogical component and statistical knowledge for the teaching profession. Such findings have important implications for how we, as teacher educators, can best meet teachers' professional needs. (As Provided).
Anmerkungen	International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01