Preservice Elementary Teachers' Conceptual and Procedural Knowledge of Mean, Median, and Mode

166 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

What Does Research Suggest About the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature (2008, background): “Students have shown inconsistencies in their reasoning about the most "elementary" concepts of measures of central tendency and spread (e.g., Chance, delMas, and Garfield, 2004; delMas and Liu, 2005; Groth and Bergner, 2006; Noss, Pozzi, and Hoyles, 1999).”
The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA) (2009, background): “According to Groth and Bergner (2006), conceptual knowledge may be thought of as a connected web of knowledge; a cognitive network in which relations between nodes are as important as the discrete pieces of information constituting these nodes.”
How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “The studies suggested that the concept of the average is quite difficult to understand by children, college students and even elementary school pre-service and in-service teachers (Russell, 1990; Groth & Bergner, 2006).”
Students' Misconceptions in Interpreting Center and Variability of Data Represented via Histograms and Stem-and-Leaf Plots (2008, background): “Mokros and Russell (1995) as well as Friel (1998) documented elementary and middle school students’ understandings and difficulties surrounding the concept of "average.”