The Importance of Sustained Professional Development for Teaching Statistics -- An Example Involving the Mode and Range

Jacobbe, Tim; Horton, Bob

doi:10.5539/ijsp.v1n1p138

Cited by 3 publications

(1 citation statement)

References 8 publications

(9 reference statements)

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“…Several authors have strongly emphasized the need for advanced training of mathematics teachers, as well as the need for constant support in teaching statistics so that they can prepare students to be statistically literate citizens (Batanero, Godino, & Roa, 2004;Jacobbe & Horton, 2012).…”

Section: Data Analysis and Interpretationmentioning

confidence: 99%

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Gulzhaukhar,

Aigul,

Aizada

et al. 2024

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Statistics and probability is one branch of mathematics with numerous conceivable outcomes and problem-solving circumstances that require a basic problem-solving aptitude. The purpose of this study is to determine the need for high school mathematics teachers to teach statistics and probability, which would serve as a basis for improving the level of teaching statistics and mathematics in general. A descriptive research method was applied in this study, and a two-part survey was employed as the primary method of data collection. A total of 34 secondary school mathematics teachers from 23 private and public secondary schools in Kazakhstan acted as respondents to answer a specially designed questionnaire. The mean value, percentage of frequency, standard deviations, correlation, regression, percentage of correct answers and average percentage scores were used. Based on the responses, the respondents have a low level of knowledge regarding the content of statistics, but their students have satisfactory results in statistics and mathematics. The results of this study will give scientists an idea of how to improve the level of training of mathematics teachers. In addition, since higher educational institutions are engaged in the training of mathematics teachers, they need to think about the methodology of teaching statistics, as well as teacher training institutes, to adapt courses and seminars for teachers.

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Section: Data Analysis and Interpretationmentioning

confidence: 99%

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Gulzhaukhar,

Aigul,

Aizada

et al. 2024

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Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum

März

Kelchtermans

2013

Teaching and Teacher Education

140

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Developing Learning Trajectories for Teacher Learning

Bargagliotti

2020

International Journal of Teacher Education and Professional Development

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Learning trajectories have been widely used in mathematics education to model student learning. While learning trajectories have been applied to student learning, they typically have not been used to model teacher learning. This commentary discusses specific considerations that emerged from undertaking the development of learning trajectories for teachers. The author focuses on the teacher learning trajectories (TLTs) developed by Project-SET, a NSF-funded project aimed at increasing teacher knowledge in statistics. While extending learning trajectories to teacher knowledge, this article argues that it is important to consider how existing teacher knowledge frameworks can be incorporated in the trajectories, how teachers can be active participants in the trajectory development process, and how TLTs might allow for pedagogy transfer to emerge.

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The Importance of Sustained Professional Development for Teaching Statistics -- An Example Involving the Mode and Range

Cited by 3 publications

References 8 publications

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum

Developing Learning Trajectories for Teacher Learning

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