Pushing Probability and Statistics Tasks in a New Direction
Along with the increased emphasis on probability and statistics in the school curricula of countries across the world has come increased research on how primary and secondary students reason about these topics. Slower to emerge has been research aimed at what preservice teachers know about probability and statistics, and how best to develop their conceptions of key aspects of these content strands. Specifically, while attention is often paid to notions of randomness, graph sense, and the meaning of an average, less attention is paid to developing the critical notion of variation, or variability in data and chance. Therefore, the activities and tasks profiled in this chapter, while embracing several contexts in the realm of probability and statistics, are based on recommendations from emerging research suggesting that a focus be put on variability.
KeywordsPreservice Teacher Prospective Teacher Statistics Task Initial Arrangement Elementary Preservice Teacher
Unable to display preview. Download preview PDF.
- Canada, D. (2004). Elementary preservice teachers' understanding of variation. Unpublished doctoral dissertation, Portland State University, Portland, OR. (Online: www.stat.auckland.ac.nz/?iase/publications/dissertations/dissertations.php)
- Canada, D. (2006). Variability in a probability context: Developing preservice teachers' understanding. In Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Prague, Czechoslovakia.Google Scholar
- Canada, D., & Makar, K. (2006). Preservice teachers' informal descriptions of variation. Paper delivered at the 2006 annual meeting of the American Education Research Association, San Francisco, CA.Google Scholar
- Makar, K., & Canada, D. (2005). Preservice teachers' conceptions of variation. In Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne, Australia.Google Scholar
- Shaughnessy, J. (1997). Missed opportunities in research on the teaching and learning of data and chance. In F. Bidduch & K. Carr (Eds.), Proceedings of the 20th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 6–22). Rotorua, NZ: MERGA.Google Scholar
- Shaughnessy, M., & Arcidiacono, M. (1993). Visual encounters with chance (Unit VIII, Math and the Mind's Eye). Salem, OR: The Math Learning Centre.Google Scholar
- Shaughnessy, J. M., Ciancetta, M., & Canada, D. (2004). Types of student reasoning on sampling tasks. In Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen, Norway.Google Scholar
- Shaughnessy, J., Garfield, J., & Greer, B. (1996). Data handling. In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education (Part 1) (pp. 205–237). Dordrecht, The Netherlands: Kluwer.Google Scholar
- Torok, R., & Watson, J. (2000). Development of the concept of statistical variation: An exploratory study. Mathematical Education Research Journal, 12(2), 147–169.Google Scholar
- Wild, C., & Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67, 233–265.Google Scholar