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Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education pp 299–309Cite as

Preparing Teachers to Meet the Challenges of Statistics Education

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

Abstract

This chapter addresses how teacher education in statistics education may have real impact on classroom practice. Teacher knowledge about statistics and teaching statistics as well as teachers’ practices are discussed with emphasis on tasks and classroom communication, contrasting direct teaching to teaching for exploratory learning. Then, teacher education strategies with emphasis on problematising, interacting, and resourcing are discussed. Finally, the design of teacher education programmes is considered, stressing the need to relate teacher education to teaching practice, the school and the professional group, as well as to provide challenge and support, and to recognise and empower teachers. Examples from in- and pre-service teacher education are presented.

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Author information

Authors and Affiliations

  1. Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013, Lisbon, Portugal

    João Pedro da Ponte

Authors
  1. João Pedro da Ponte
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Correspondence to João Pedro da Ponte .

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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da Ponte, J.P. (2011). Preparing Teachers to Meet the Challenges of Statistics Education. 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_29

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