Abstract
The role of informed decision-making in today’s society is very important at personal, professional, societal, and even educational levels. Thus, mathematics teachers are required, now more than ever, to appropriately engage students with tasks having the potential to promote decision-making skills. This article reports on the features and competence demands of tasks that are thought to promote decision-making skills by a purposeful sample of twenty-three Japanese secondary school mathematics teachers, focusing on a case study of two pairs of teachers who selected the same task. A qualitative analysis on the collected data revealed some commonalities between the answers, as well as correspondences and discrepancies between what the participants and statistics educators think a task with the potential to promote decision-making is.
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González, O. (2017). Secondary School Mathematics Teachers’ Conceptions on Data-Based Decision-Making: Insights from Four Japanese Cases. In: Andrà, C., Brunetto, D., Levenson, E., Liljedahl, P. (eds) Teaching and Learning in Maths Classrooms. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-49232-2_5
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