Models of conceptualizing and measuring statistical knowledge for teaching: A critical review-Reference-Cited by-同舟云学术

Models of conceptualizing and measuring statistical knowledge for teaching: A critical review

Published:2024-01-01 Issue:1 Volume:9 Page:em0178
ISSN:2468-4929
Container-title:Pedagogical Research
language:
Short-container-title:PEDAGOGICAL RES

Author:

Ozturk Aslihan Batur¹^ORCID,Baki Adnan²^ORCID

Affiliation:

1. Department of Mathematics Education, Faculty of Education, Artvin Coruh University, Artvin, TÜRKİYE

2. Department of Mathematics Education, Fatih Faculty of Education, Trabzon University, Trabzon, TÜRKİYE

Abstract

Since it has become necessary for each individual to be statistically literate, statistical education research has taken teachers’ competencies into its agenda. The knowledge needed to teach statistics differs from the knowledge needed to teach mathematics since statistics is different from mathematics. Teachers and researchers need to consider these differences and be aware of the challenges of statistics teaching. This article focuses on the nature of statistical knowledge for teaching (SKT). Models of conceptualizing and measuring SKT from research literature were reviewed critically. The strengths and weaknesses of models were discussed. The article concludes with some implications for teacher education and research.

Publisher

Modestum Ltd

Link

https://www.pedagogicalresearch.com/download/models-of-conceptualizing-and-measuring-statistical-knowledge-for-teaching-a-critical-review-14031.pdf

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