The introduction of statistics and probability into the school curriculum has raised awareness of the expectations on teachers who have to teach it. A review of the related field of mathematics education indicates that teachers need more than content knowledge. They must also respond to their students' statistical understandings in ways that move students' current understanding to higher levels. Efforts to measure such statistical pedagogical content knowledge are still in their infancy. Findings from a large-scale Australian study are reported to exemplify these efforts, and the implications for future research are discussed.
History
Publication title
Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education
Editors
C Batanero, G Burrill, C Reading
Pagination
283-298
ISBN
978-94-007-1130-3
Department/School
Faculty of Education
Publisher
Springer
Place of publication
New York
Extent
37
Rights statement
Copyright 2011 Springer Science+Business Media B.V.