Validation of The Mathematical Knowledge For Teaching Statistics Instrument

Abstract

The purpose of this study is to assess preservice teachers' mathematical knowledge for teaching statistics (MKT-S) and identify the relationship between the components of this knowledge. For this purpose, MKT-S instrument consisting of two dimensions, 'content knowledge' (CK) and 'pedagogical content knowledge' (PCK) was developed, and applied to 659 preservice middle school mathematics teachers (PTs). Confirmatory factor analysis showed that CK and PCK are two different dimensions of mathematical knowledge of teaching statistics. Third year and fourth year preservice teachers' factor scores were significantly different and fourth year preservice teachers' factor scores were slightly higher. It was found that CK factor scores were highly correlated with PCK factor scores. The reliability levels were 0.65 for CK factor scores and 0.76 for PCK factor scores. MKT-S instrument developed in this study has several implications for teacher education. MKT-S instrument can be used to evaluate efficiency of PTs' mathematical knowledge for teaching statistics. Instrument can be adapted for in-service teachers.

The Look Of Pedagogical Content Knowledge In Middle School Statistics

“…Like Godino et al (2008), Groth (2012Groth ( , 2014, Mercimek and Erbas (2017), and Sorto and White (2004) also worked with PSTs. Groth (2012) used writing prompts to help asses and develop content and pedagogical knowledge of his students.…”

“…However, when it comes to presenting evidence of what teacher knowledge looks like the research is fragmented at best (pre-and in-service teachers; Estrella et al, 2015;Groth, 2014;Ijeh, 2013;Mercimek & Erbas 2017;Sorto & White, 2004;. In this section, I introduce some of the most prevalent frameworks hypothesized and used in understanding and explaining PCK within statistics, and then I discuss some of the research that shows what teachers' PCK looks like within SKT.…”

The Look Of Pedagogical Content Knowledge In Middle School Statistics

“…However, when it comes to presenting evidence of what teacher knowledge looks like the research is fragmented at best (pre-and in-service teachers; Estrella et al, 2015;Groth, 2014;Ijeh, 2013;Mercimek & Erbas 2017;Sorto & White, 2004;Wessels, 2014). In this section, I…”