Collaborative design work of teacher educators: A case from statistics
2013 (English)In: Proceedings of the Thirty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: Broadening Perspectives on Mathematics Thinking and Learning / [ed] Mara V. Martinez & Alison Castro Superfine, Chicago, IL: University of Illinois at Chicago , 2013, 357-364 p.Conference paper (Refereed)
Our study, situated within graduate-level courses for teachers focused on statistics, illustrates work across institutions for making sense of teachers' statistical thinking. Using a common assessment instrument, we identify and discuss four items that indicate strong statistcal thinking and two that highlight concepts with which the teachers struggle. We discuss potenital course elements that may be contributing to areas of success. Implications for collaborative course (re)design and shared assessment items are discussed.
Place, publisher, year, edition, pages
Chicago, IL: University of Illinois at Chicago , 2013. 357-364 p.
data analysis and statistics, teacher education, inservice/professional development
IdentifiersURN: urn:nbn:se:liu:diva-101336OAI: oai:DiVA.org:liu-101336DiVA: diva2:665789
The Thirty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA 2013), 14-17 November 2013, Chicago, USA