Improving teachers’ reasoning about sampling variability: a cross institutional effort

Bridgette L. Jacob*, Hollylynne S. Lee, Dũng Trần, Helen Doerr

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

Abstract

The research reported here uses common items to assess statistical reasoning of teachers enrolled in a graduate- level education course to evaluate their reasoning about sampling variability. In particular, we discuss key aspects of a purposeful course design aimed at improving teachers’ learning and teaching of statistics, and the resulting different ways of reasoning about sampling variability that teachers exhibited before and after the course.
Original languageEnglish
Title of host publicationCERME9
Subtitle of host publicationProceedings of the 9th Congress of European Research in Mathematics Education
EditorsKonrad Krainer, Naďa Vondrová
Place of PublicationPrague, Czech Republic
PublisherCharles University
Pages692-699
Number of pages8
ISBN (Print)9788072908448
Publication statusPublished - 2015
Externally publishedYes
EventCongress of the European Society for Research in Mathematics Education (9th : 2015) - Prague, Czech Republic
Duration: 4 Feb 20158 Feb 2015

Conference

ConferenceCongress of the European Society for Research in Mathematics Education (9th : 2015)
CountryCzech Republic
CityPrague
Period4/02/158/02/15

Keywords

  • statistics
  • sampling
  • variability
  • reasoning
  • assessment

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