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Developing Teachers’ Statistical Thinking

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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

In this chapter learning experiences that teachers need in order to develop their ability to think and reason statistically are described. It is argued that teacher courses should be designed around five major themes: developing understanding of key statistical concepts; developing the ability to explore and learn from data; developing statistical argumentation; using formative assessment; and learning to understand students’ reasoning.

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Author information

Authors and Affiliations

  1. Department of Statistics, The University of Auckland, 92019, Auckland, 1142, New Zealand

    Maxine Pfannkuch

  2. Faculty of Education, The University of Haifa, Mount Carmel, Haifa, 31905, Israel

    Dani Ben-Zvi

Authors
  1. Maxine Pfannkuch
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  2. Dani Ben-Zvi
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Corresponding author

Correspondence to Maxine Pfannkuch .

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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Pfannkuch, M., Ben-Zvi, D. (2011). Developing Teachers’ Statistical Thinking. 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_31

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