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 language | English |
|---|---|
| Title of host publication | CERME9 |
| Subtitle of host publication | Proceedings of the 9th Congress of European Research in Mathematics Education |
| Editors | Konrad Krainer, Naďa Vondrová |
| Place of Publication | Prague, Czech Republic |
| Publisher | Charles University |
| Pages | 692-699 |
| Number of pages | 8 |
| ISBN (Print) | 9788072908448 |
| Publication status | Published - 2015 |
| Externally published | Yes |
| Event | Congress of the European Society for Research in Mathematics Education (9th : 2015) - Prague, Czech Republic Duration: 4 Feb 2015 → 8 Feb 2015 |
Conference
| Conference | Congress of the European Society for Research in Mathematics Education (9th : 2015) |
|---|---|
| Country/Territory | Czech Republic |
| City | Prague |
| Period | 4/02/15 → 8/02/15 |
Keywords
- statistics
- sampling
- variability
- reasoning
- assessment
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