TY - JOUR
T1 - Introductory statistics
T2 - Preparing in-service middle-level mathematics teachers for classroom research
AU - Green, Jennifer L.
AU - Smith, Wendy M.
AU - Kerby, April T.
AU - Blankenship, Erin E.
AU - Schmid, Kendra K.
AU - Carlson, Mary Alice
N1 - Funding Information:
This work was supported in part by a grant from the National Science Foundation, DUE-0412502. The findings and opinions are those of the authors and not necessarily those of the funding agency.
Funding Information:
The Math in the Middle (M2) Institute Partnership is a master’s degree program for middle-level mathematics teachers funded by a grant from the National Science Foundation. The program was designed to span three summers and the two intervening academic years. Teachers completing the 36-credit hour program earn a Master of Arts for Teachers (MAT) degree from the Department of Mathematics or a Master of Arts (MA) degree from the Department of Teaching, Learning and Teacher Education through a combination of on-campus summer courses and academic year hybrid courses. Six cohorts of teachers began the M2 Institute from 2004 to 2009, and local funding sources have sponsored three additional cohorts that began in 2013 (one cohort) and 2014 (two cohorts).
Publisher Copyright:
© International Association for Statistical Education.
PY - 2018/11/1
Y1 - 2018/11/1
N2 - In this study, we examined how in-service middle-level mathematics teachers used statistics in their own classroom research. Using an embedded single-case design, we analyzed a purposefully selected sample of nine teachers' classroom research papers, identifying several themes within each phase of the statistical problem solving process to summarize how teachers 1) planned studies and collected data, 2) analyzed data, and 3) interpreted results. The results illustrate the varying ways in which teachers used statistics to make data-based decisions about their classrooms, revealing teachers' early development in their statistical thinking and suggesting that teachers' required knowledge of statistics is multi-faceted, requiring both a pedagogical component and statistical knowledge for the teaching profession. Such findings have important implications for how we, as teacher educators, can best meet teachers' professional needs.
AB - In this study, we examined how in-service middle-level mathematics teachers used statistics in their own classroom research. Using an embedded single-case design, we analyzed a purposefully selected sample of nine teachers' classroom research papers, identifying several themes within each phase of the statistical problem solving process to summarize how teachers 1) planned studies and collected data, 2) analyzed data, and 3) interpreted results. The results illustrate the varying ways in which teachers used statistics to make data-based decisions about their classrooms, revealing teachers' early development in their statistical thinking and suggesting that teachers' required knowledge of statistics is multi-faceted, requiring both a pedagogical component and statistical knowledge for the teaching profession. Such findings have important implications for how we, as teacher educators, can best meet teachers' professional needs.
KW - Data-driven decision making
KW - Statistical thinking
KW - Statistics education research
KW - Teacher development
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M3 - Article
AN - SCOPUS:85058975991
VL - 17
SP - 216
EP - 238
JO - Statistics Education Research Journal
JF - Statistics Education Research Journal
SN - 1570-1824
IS - 2
ER -