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Teacher Knowledge of and for Statistical Investigations

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Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education

Part of the book series: New ICMI Study Series ((NISS,volume 14))

Abstract

Increasingly, statistics investigations are being advocated for teaching school statistics, even from beginning primary school levels. Successful adoption of this approach in the classroom is dependent on the teacher, and specifically on teacher knowledge. In this chapter, a framework for identifying and describing teacher knowledge, that reveals the extent of what teacher knowledge is needed in the classroom for teaching statistics through investigations, is briefly described. Some examples are given of how particular aspects of teacher knowledge, or absence of these, impact on the learning opportunities in the classroom. Implications are considered for teacher education regarding how to develop comprehensive teacher knowledge for teaching statistics through investigations.

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Author information

Authors and Affiliations

  1. School of Curriculum and Pedagogy, Massey University, 11-222, Palmerston North, 4442, New Zealand

    Tim A. Burgess

Authors
  1. Tim A. Burgess
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Correspondence to Tim A. Burgess .

Editor information

Editors and Affiliations

  1. Fac. Ciencias de la Educación, Universidad de Granada, Granada, 18071, Spain

    Carmen Batanero

  2. Dept. Counseling,, Educational Psychology &, Michigan State University, Erickson Hall 240, East Lansing, 48824, Michigan, USA

    Gail Burrill

  3. SiMERR National Centre, University of New England, Armidale, 2350, New South Wales, Australia

    Chris Reading

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Burgess, T.A. (2011). Teacher Knowledge of and for Statistical Investigations. In: Batanero, C., Burrill, G., Reading, C. (eds) Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. New ICMI Study Series, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1131-0_26

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