Abstract:Mathematical and statistical thinking is involved across the breadth of people's home and work life and leisure activities. This paper reports on an aspect of a project that aimed to develop preservice teacher awareness of the mathematical and statistical thinking required across the breadth of primary teachers' professional role. This thinking is conceptualised as the mathematics and statistics embedded in each of the curriculum learning areas, in data literacy, and administration and management tasks. Mentor… Show more
“…Similar to the teaching phases, the issue of not being aware of dT can be assumed for the dT of Organizing-the creation of worksheets and the tracking of grades and other administrative activities of an educator. Pre-service teachers have little to no exposure from their own school experience to the administrative activities of educators [62]. As seen when deciding on the use of dT in a teaching phase, being aware of dT or the use of dT for that purpose requires an understanding of those education obligations, which unless one has been exposed to or has had them explained in the pre-service teacher development process, little knowledge should be expected.…”
Section: Awareness Of Dt In the Organizing Groupmentioning
The role and the availability of digital technology in society is growing, which is why educators need to increasingly more often decide which types of digital technology to integrate into their teaching and when to integrate them. Thus, those decision-making skills need to be developed and measured especially for pre-service mathematics teachers. Therefore, we conducted an explorative interview study to understand the portfolio of argumentation on whether to use digital technology in different teaching phases and what criteria are used when making those decisions. Our results are based on ten interviews with pre- and in-service mathematics teachers in Germany. The analysis shows that (1) different levels of argumentation can be distinguished and (2) there are indications that teachers need to be aware of digital technology when deciding whether or not to use digital technology in a teaching setting. In addition, (3) besides the teaching-phase perspective and the learner-perspective, we expanded current research by formalizing the educator-perspective in a list of decision criteria. The compiled list of decision criteria was theoretically validated through the literature. In combination with the applied teaching phase framework and taxonomy of digital technology the list could aid in the development of the decision-making skills and potentially could result in a more reflective use of digital technology by pre-service and in-service teachers.
“…Similar to the teaching phases, the issue of not being aware of dT can be assumed for the dT of Organizing-the creation of worksheets and the tracking of grades and other administrative activities of an educator. Pre-service teachers have little to no exposure from their own school experience to the administrative activities of educators [62]. As seen when deciding on the use of dT in a teaching phase, being aware of dT or the use of dT for that purpose requires an understanding of those education obligations, which unless one has been exposed to or has had them explained in the pre-service teacher development process, little knowledge should be expected.…”
Section: Awareness Of Dt In the Organizing Groupmentioning
The role and the availability of digital technology in society is growing, which is why educators need to increasingly more often decide which types of digital technology to integrate into their teaching and when to integrate them. Thus, those decision-making skills need to be developed and measured especially for pre-service mathematics teachers. Therefore, we conducted an explorative interview study to understand the portfolio of argumentation on whether to use digital technology in different teaching phases and what criteria are used when making those decisions. Our results are based on ten interviews with pre- and in-service mathematics teachers in Germany. The analysis shows that (1) different levels of argumentation can be distinguished and (2) there are indications that teachers need to be aware of digital technology when deciding whether or not to use digital technology in a teaching setting. In addition, (3) besides the teaching-phase perspective and the learner-perspective, we expanded current research by formalizing the educator-perspective in a list of decision criteria. The compiled list of decision criteria was theoretically validated through the literature. In combination with the applied teaching phase framework and taxonomy of digital technology the list could aid in the development of the decision-making skills and potentially could result in a more reflective use of digital technology by pre-service and in-service teachers.
“…At the international stage, statistics skill has emerged as a skill with high importance for every age, ranging from children in schools to adults. This is since, statistics skills are required in almost every aspect of human activities (Bailey et al, 2020;Ramadhani et al, 2018).…”
Section: Focusing On the Development Of Statistical Skillmentioning
confidence: 99%
“…According to Garfield et al (2015), to develop learning tools in statistics by considering the experts-novices paradigm, it is not necessarily means that a student has to think like an expert, but instead it is enough for the student to have a thinking model based on the experts so that it can be used to form an idea that can help in planning and solving a certain problem. It is hoped that students can be nurtured into a current and future citizen that use statistical thinking to make a better decision (Bailey et al, 2020).…”
Section: ) the Need Of Supporting Documents And Tools In Statistics Educationmentioning
confidence: 99%
“…Data field is continuously evolving, and it is becoming more and more challenging for individuals as well as organizations to interpret. Moreover, almost every current public issue is relying on the use of data (Bailey et al, 2020) that will be presented to the public through a variety of mediums, notably electronics media and then it will be down to the individuals to interpret them. Inaccuracies in interpreting data can potentially affect any planning or decisions that have been made (Baig et al, 2020).…”
Section: Introductionmentioning
confidence: 99%
“…Hence, statistical skill is essential to improve the public's capability in applying data. Unfortunately, thinking statistically which plays an important role in different aspects of life is still absent in most parties (Bailey et al, 2020). Plus, majority of the society who are not familiar with statistics tend to think that statistics is only involving moderate numerical data and the technic to process this data (Lee, 2015).…”
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