Introductory statistics

Preparing in-service middle-level mathematics teachers for classroom research

Jennifer L. Green, Wendy M. Smith, April T. Kerby, Erin E. Blankenship, Kendra K Schmid, Mary Alice Carlson

Research output: Contribution to journalArticle

Abstract

In this study, we examined how in-service middle-level mathematics teachers used statistics in their own classroom research. Using an embedded single-case design, we analyzed a purposefully selected sample of nine teachers' classroom research papers, identifying several themes within each phase of the statistical problem solving process to summarize how teachers 1) planned studies and collected data, 2) analyzed data, and 3) interpreted results. The results illustrate the varying ways in which teachers used statistics to make data-based decisions about their classrooms, revealing teachers' early development in their statistical thinking and suggesting that teachers' required knowledge of statistics is multi-faceted, requiring both a pedagogical component and statistical knowledge for the teaching profession. Such findings have important implications for how we, as teacher educators, can best meet teachers' professional needs.

Original languageEnglish (US)
Pages (from-to)216-238
Number of pages23
JournalStatistics Education Research Journal
Volume17
Issue number2
StatePublished - Nov 1 2018

Fingerprint

statistics
mathematics
Statistics
classroom
teacher
Teacher Knowledge
profession
educator
Teaching
Design
Knowledge

Keywords

  • Data-driven decision making
  • Statistical thinking
  • Statistics education research
  • Teacher development

ASJC Scopus subject areas

  • Statistics and Probability
  • Education

Cite this

Green, J. L., Smith, W. M., Kerby, A. T., Blankenship, E. E., Schmid, K. K., & Carlson, M. A. (2018). Introductory statistics: Preparing in-service middle-level mathematics teachers for classroom research. Statistics Education Research Journal, 17(2), 216-238.

Introductory statistics : Preparing in-service middle-level mathematics teachers for classroom research. / Green, Jennifer L.; Smith, Wendy M.; Kerby, April T.; Blankenship, Erin E.; Schmid, Kendra K; Carlson, Mary Alice.

In: Statistics Education Research Journal, Vol. 17, No. 2, 01.11.2018, p. 216-238.

Research output: Contribution to journalArticle

Green, JL, Smith, WM, Kerby, AT, Blankenship, EE, Schmid, KK & Carlson, MA 2018, 'Introductory statistics: Preparing in-service middle-level mathematics teachers for classroom research', Statistics Education Research Journal, vol. 17, no. 2, pp. 216-238.
Green, Jennifer L. ; Smith, Wendy M. ; Kerby, April T. ; Blankenship, Erin E. ; Schmid, Kendra K ; Carlson, Mary Alice. / Introductory statistics : Preparing in-service middle-level mathematics teachers for classroom research. In: Statistics Education Research Journal. 2018 ; Vol. 17, No. 2. pp. 216-238.
@article{1ea0b53a8195496f9a0b82525cd6e545,
title = "Introductory statistics: Preparing in-service middle-level mathematics teachers for classroom research",
abstract = "In this study, we examined how in-service middle-level mathematics teachers used statistics in their own classroom research. Using an embedded single-case design, we analyzed a purposefully selected sample of nine teachers' classroom research papers, identifying several themes within each phase of the statistical problem solving process to summarize how teachers 1) planned studies and collected data, 2) analyzed data, and 3) interpreted results. The results illustrate the varying ways in which teachers used statistics to make data-based decisions about their classrooms, revealing teachers' early development in their statistical thinking and suggesting that teachers' required knowledge of statistics is multi-faceted, requiring both a pedagogical component and statistical knowledge for the teaching profession. Such findings have important implications for how we, as teacher educators, can best meet teachers' professional needs.",
keywords = "Data-driven decision making, Statistical thinking, Statistics education research, Teacher development",
author = "Green, {Jennifer L.} and Smith, {Wendy M.} and Kerby, {April T.} and Blankenship, {Erin E.} and Schmid, {Kendra K} and Carlson, {Mary Alice}",
year = "2018",
month = "11",
day = "1",
language = "English (US)",
volume = "17",
pages = "216--238",
journal = "Statistics Education Research Journal",
issn = "1570-1824",
publisher = "International Association for Statistical Education (IASE)",
number = "2",

}

TY - JOUR

T1 - Introductory statistics

T2 - Preparing in-service middle-level mathematics teachers for classroom research

AU - Green, Jennifer L.

AU - Smith, Wendy M.

AU - Kerby, April T.

AU - Blankenship, Erin E.

AU - Schmid, Kendra K

AU - Carlson, Mary Alice

PY - 2018/11/1

Y1 - 2018/11/1

N2 - In this study, we examined how in-service middle-level mathematics teachers used statistics in their own classroom research. Using an embedded single-case design, we analyzed a purposefully selected sample of nine teachers' classroom research papers, identifying several themes within each phase of the statistical problem solving process to summarize how teachers 1) planned studies and collected data, 2) analyzed data, and 3) interpreted results. The results illustrate the varying ways in which teachers used statistics to make data-based decisions about their classrooms, revealing teachers' early development in their statistical thinking and suggesting that teachers' required knowledge of statistics is multi-faceted, requiring both a pedagogical component and statistical knowledge for the teaching profession. Such findings have important implications for how we, as teacher educators, can best meet teachers' professional needs.

AB - In this study, we examined how in-service middle-level mathematics teachers used statistics in their own classroom research. Using an embedded single-case design, we analyzed a purposefully selected sample of nine teachers' classroom research papers, identifying several themes within each phase of the statistical problem solving process to summarize how teachers 1) planned studies and collected data, 2) analyzed data, and 3) interpreted results. The results illustrate the varying ways in which teachers used statistics to make data-based decisions about their classrooms, revealing teachers' early development in their statistical thinking and suggesting that teachers' required knowledge of statistics is multi-faceted, requiring both a pedagogical component and statistical knowledge for the teaching profession. Such findings have important implications for how we, as teacher educators, can best meet teachers' professional needs.

KW - Data-driven decision making

KW - Statistical thinking

KW - Statistics education research

KW - Teacher development

UR - http://www.scopus.com/inward/record.url?scp=85058975991&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85058975991&partnerID=8YFLogxK

M3 - Article

VL - 17

SP - 216

EP - 238

JO - Statistics Education Research Journal

JF - Statistics Education Research Journal

SN - 1570-1824

IS - 2

ER -