PRE-SERVICE PRIMARY SCHOOL TEACHERS' KNOWLEDGE DURING TEACHING INFORMAL STATISTICAL INFERENCE

Statistics Education Research Journal, vol. 22, pp. 12

Abstract

The study reported in this article investigated the appropriateness of Mathematical Knowledge in Teaching of three pre-service primary school teachers (PSTs), teaching an informal statistical inference (ISI) lesson to primary school students. Using an ISI framework and the Knowledge Quartet framework., the presence and appropriateness of the PSTs’ teaching actions were coded and categorized. The results showed that PSTs were consciously engaged in making inferences based on sample data. The PSTs struggled to correctly interpret students’ conceptual input and to explain ISI, in particular, how generalizing from a sample is possible. Teacher education should focus on how PSTs can foster students’ understanding of the logic of drawing conclusions about a population based on a sample.

Authors 4

1. Arjen de Vetten Aachen

   Leiden University

   Affiliation as printed

   Leiden University

2. Ronald Keijzer
   Affiliation as printed

   iPabo University of Applied Sciences

3. Judith Schoonenboom

   University of Vienna

   Affiliation as printed

   University of Vienna

4. Bert van Oers

   Vrije Universiteit Amsterdam

   Affiliation as printed

   Vrije Universiteit Amsterdam