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Teachers’ Understanding of Variation

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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

The aim of this chapter is to summarise the major studies related to teachers’ understanding of variability in both data analysis and chance contexts. Since there is a relation between this research and previous studies dealing with students, some results on students’ reasoning on variation are also described. At the end some recommendations for teaching and research are presented.

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Author information

Authors and Affiliations

  1. Departamento de Matemática Educativa, Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional, Av. Instituto Politécnico Nacional 2508, Col. San Pedro Zacatenco, Cp. 07360, México, D.F., Mexico

    Ernesto Sánchez

  2. University São Judas Tadeu, Sao Paulo, Brazil

    Cláudia Borim da Silva

  3. Programa de Estudos Pósgraduados em Educação Matemática Campus Consolação Rua Marquês de Paranaguá, Pontifícia Universidade Católica de São Paulo, 111 CEP, 01303-050, São Paulo, SP, Brasil

    Cileda Coutinho

Authors
  1. Ernesto Sánchez
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  2. Cláudia Borim da Silva
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  3. Cileda Coutinho
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Corresponding author

Correspondence to Ernesto Sánchez .

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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Sánchez, E., da Silva, C.B., Coutinho, C. (2011). Teachers’ Understanding of Variation. 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_22

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