Teaching Teachers to Teach Statistical Investigations

By K. Makar, Jill Fielding-Wells. 2011

60 citations recorded by the source corpus.

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.

Subfields: Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7423736bd15c7a7d01590cc08f284397a185237c

Citations in the corpus

• Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics (2017, unknown): “…arise, however, in that solution pathways are less predictable, require different skills for the teacher and student and depend on a classroom culture which supports intellectual risk (Makar and Fielding-Wells 2011): all aspects which could be thought to impact on motivation and thus engagement.”