Teachers’ Understanding of Averages

Jacobbe, Tim; Carvalho, Carolina

doi:10.1007/978-94-007-1131-0_21

Cited by 22 publications

(13 citation statements)

References 10 publications

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“…As we have shown, PSMTs’ statistical understandings diminish as the sophistication of topics increase from GAISE Level B to C. This indicates that PSMTs are more knowledgeable about content taught in middle school, but much less knowledgeable of topics typically taught in high school. Previous research has shown a similar trend with inservice teachers demonstrating stronger understandings of GAISE Level B statistical knowledge measured by LOCUS (Jacobbe, 2015). Quite simply, it appears that PSMTs may not be getting enough opportunities to learn the statistics content they are going to teach in high school.…”

Section: Discussion and Recommendationssupporting

confidence: 68%

New Standards Require Teaching More Statistics

Lovett

Lee

2017

Journal of Teacher Education

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Mathematics teacher education programs often need to respond to changing expectations and standards for K-12 curriculum and accreditation. New standards for high school mathematics in the United States include a strong emphasis in statistics. This article reports results from a mixed methods cross-institutional study examining the preparedness of preservice secondary mathematics teachers to teach statistics and identifying factors and experiences that influence their preparedness. Our results suggest that the cohort of teachers entering secondary mathematics classrooms in 2015-2016 were not well prepared to teach statistics. Specific suggestions are given for how teacher education programs must rise to the challenge of preparing their graduates to teach statistics.

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Section: Discussion and Recommendationssupporting

confidence: 68%

New Standards Require Teaching More Statistics

Lovett

Lee

2017

Journal of Teacher Education

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“…This level of interpreting measures of center, however, has been a persistent struggle for students and their teachers (e.g., Jacobbe & Carvalho, 2011). Jacobbe and Carvalho argued that an overreliance on computation with little focus on conceptual understanding has created these barriers to statistical reasoning.…”

Section: Conceptualizing and Interpreting Mean And Median With Futurementioning

confidence: 99%

Conceptualizing and Interpreting Mean and Median With Future Teachers

et al. 2019

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Mathematical Education of Teachers II (METII), echoed by the American Statistical Association publication, Statistical Education of Teachers, recommended teacher preparation programs support future teachers in developing deep understandings of mean and median, such that middle grades teachers may use them to "summarize, describe, and compare distributions" (Conference Board of Mathematical Sciences, 2012, p. 44; Franklin et al., 2015). Georgia Standards of Excellence require statistical reasoning from students beginning as early as 6-7 years old, including interpretation of measures of center and statistical reasoning about best measures of center (Georgia Department of Education, 2015). This level of understanding and interpretation of measures of center, however, has been a persistent struggle for students and their teachers (e.g., Jacobbe & Carvalho, 2011). Jacobbe and Carvalho argued that an over-reliance on computation with little focus on conceptual understanding has created these barriers to statistical reasoning. To impact students' understanding, a starting point is to address teachers' understanding, particularly by supporting conceptual understanding of measures of center in teacher preparation programs (Jacobbe & Carvalho, p. 207). Our research question was: What conceptual understandings of mean and median do preservice teacher candidates (PSTs) exhibit when presented with a mean and median statistical task? We present findings from a two-part study, comparing PSTs' responses to a task written to elicit conceptual understandings and statistical reasoning in one semester, with PSTs' responses to a revised task in a second semester, both given at the end of a senior-level Statistics for K-8 Teachers course.

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“…O CEC envolve a significação de diferentes registros e representações, inclusive aqueles equivocados, bem como sua justificação (BURGESS, 2009 CARVALHO, 2011). Ao identificar esse equívoco, o formador acrescenta uma nova situação (contexto), que funciona como contraexemplo para provocar a elaboração de novos significados, inclusive relacionando-os aos procedimentos de cálculo.…”

Section: Ii) Conhecimento Especializado De Estatística -Cecunclassified

Desenvolvimento do Conhecimento Estatístico para ensinar a partir da análise de tarefas em uma comunidade de professores de Matemática

Estevam

Cyrino

Oliveira

2018

REnCiMa

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ResumoNeste trabalho, discutimos a prática de uma Comunidade de Professores de Matemática no empreendimento Análise de Tarefas Estatísticas (ATE), abrangendo, particularmente, medidas de tendência central. O objetivo que norteia a investigação é compreender e explicitar: Que aspectos do conhecimento estatístico para ensinar se salientam no empreendimento? Que elementos do empreendimento contribuem para isso? Os resultados revelaram que reflexões compartilhadas e significados negociados no desenvolvimento do empreendimento promoveram uma (re)significação para os professores do conhecimento estatístico necessário para ensinar. Salientaram-se, como elementos favorecedores da emergência desses aspectos, as características das tarefas analisadas e sua relação com a aprendizagem dos alunos, a dinâmica que suportou o empreendimento e as ações do formador. Dessa forma, o ATE configurou uma prática vantajosa ao desenvolvimento profissional dos professores na Educação Estatística. Palavras-Chave: Formação de professores; Educação Estatística; Tarefas matemáticas. AbstractIn this paper we discuss the practice of a mathematics teachers community in the enterprise Statistical Task Analysis (STA) which covers specifically averages. The aim that guides research is to understand and to make explicit: What aspects of statistical knowledge for teaching stand out in that enterprise? What elements of the enterprise contribute for this? The results show that shared reflections and negotiated meanings in the course of the enterprise (re)shaped the meaning of statistics knowledge needed for teaching. It should be

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Teachers’ Understanding of Averages

Cited by 22 publications

References 10 publications

New Standards Require Teaching More Statistics

New Standards Require Teaching More Statistics

Conceptualizing and Interpreting Mean and Median With Future Teachers

Desenvolvimento do Conhecimento Estatístico para ensinar a partir da análise de tarefas em uma comunidade de professores de Matemática

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