Abstract
The education of statistics teachers should be based on adequate models for pedagogical knowledge that guide the teachers’ educators in implementing and assessing the training of teachers. In this chapter, some models that are relevant for mathematics and statistics are analysed, and a new framework that complements the previously described models is proposed. The different facets and levels that should be taken into account when educating mathematics and statistics teachers are highlighted. Some implications for the training of teachers are presented and a formative cycle directed to increase the teachers’ statistical and pedagogical knowledge simultaneously is briefly described.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433–456). Washington, DC: American Educational Research Association.
Batanero, C., Burrill, G., Reading, C., & Rossman, A. (Eds.). (2008). Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. Challenges for Teaching and Teacher Education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference. Monterrey, Mexico: International Commission on Mathematical Instruction and International Association for Statistical Education. Online: www.stat.auckland.ac.nz/~iase/publications
Burgess, T. A. (2008). Teacher knowledge for teaching statistics through investigations. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (2008).
Cobb, P., & McClain, K. (2004). Principles of instructional design for supporting the development of students’ statistical reasoning. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning, and thinking (pp. 375–396). Dordrecht, The Netherlands: Kluwer.
Garfield, J., & Ben-Zvi, D. (2008). Preparing school teachers to develop students’ statistical reasoning. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (2008).
Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM. The International Journal on Mathematics Education, 39(1–2), 127–135.
Godino, J. D., Batanero, C., Roa, R., & Wilhelmi, M. R. (2008). Assessing and developing pedagogical content and statistical knowledge of primary school teachers through project work. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (2008).
Godino, J. D., Wilhelmi, M. R., & Bencomo, D. (2005). Suitability criteria of a mathematical instruction process: A teaching experience of the function notion. Mediterranean Journal for Research in Mathematics Education, 4(2), 1–26.
Graeber, A., & Tirosh, D. (2008). Pedagogical content knowledge. In P. Sullivan & T. Wood (Eds.), Knowledge and beliefs in mathematics teaching and teaching development (pp. 117–132). Rotterdam, The Netherlands: Sense Publishers.
Hill, H., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330–351.
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372–400.
Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Charlotte, NC: Information Age Publishing and National Council of Teachers of Mathematics.
Ponte, J. P. (2008). Preparing teachers to meet the challenges of statistics education. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (2008).
Ponte, J. P., & Chapman, O. (2006). Mathematics teachers’ knowledge and practice. In A. Gutierrez & P. Boero (Eds.), Handbook of research of the psychology of mathematics education: Past, present and future (pp. 461–494). Rotterdam, The Netherlands: Sense Publishers.
Schoenfeld, A. H., & Kilpatrick, J. (2008). Towards a theory of proficiency in teaching mathematics. In D. Tirosh & T. Wood (Eds.), Tools and processes in mathematics teacher education (pp. 321–354). Rotterdam, The Netherlands: Sense Publishers.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 157–223). Charlotte, NC: Information Age Publishing and National Council of Teachers of Mathematics.
Watson, J. M. (2001). Profiling teachers’ competence and confidence to teach particular mathematics topics: The case of chance and data. Journal of Mathematics Teacher Education, 4, 305–337.
Watson, J. M., Callingham, R. A., & Donne, J. M. (2008). Establishing PCK for teaching statistics. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (2008).
Wild, C. J., & Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67(3), 223–265.
Wood, T. (Ed.). (2008). The international handbook of mathematics teacher education. Rotterdam, The Netherlands: Sense Publishers.
Acknowledgements
Research supported by the projects: SEJ2007-60110/EDUC. MCYT-FEDER and EDU2010-14947, MICIIN-FEDER.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Godino, J.D., Ortiz, J.J., Roa, R., Wilhelmi, M.R. (2011). Models for Statistical Pedagogical Knowledge. 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_27
Download citation
DOI: https://doi.org/10.1007/978-94-007-1131-0_27
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-1130-3
Online ISBN: 978-94-007-1131-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)