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Teaching Teachers to Teach 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

Despite its importance for the discipline, the statistical investigation cycle is given little attention in schools. Teachers face unique challenges in teaching statistical inquiry, with elements unfamiliar to many mathematics classrooms: Coping with uncertainty, encouraging debate and competing interpretations, and supporting student collaboration. This chapter highlights ways for teacher educators to support teachers’ learning to teach statistical inquiry. Results of two longitudinal studies are used to formulate recommendations to develop teachers’ proficiency in this area.

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Acknowledgement

This research and writing was funded by the Australian Council for Research (LP0776703), Education Queensland, and The University of Queensland.

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Authors and Affiliations

  1. School of Education, The University of Queensland, Social Sciences Building, Brisbane, 4072, Australia

    Katie Makar & Jill Fielding-Wells

Authors
  1. Katie Makar
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  2. Jill Fielding-Wells
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Corresponding author

Correspondence to Katie Makar .

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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Makar, K., Fielding-Wells, J. (2011). Teaching Teachers to Teach 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_33

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