Abstract
This study investigated the statistical knowledge for teaching but focused mainly on the typology of questions that the teachers ask in the classroom. The study contrasts the correspondence of the demands of a new curriculum reform in Colombia with the questions teachers ask in the statistic classroom. Information was gathered from classroom observations and interviews. The information was analyzed through emerging categories together with discussions in the learning community meetings. The results reveal that the predominant types of questions in Colombian statistics classroom are low-order thinking and they are far from being considered in alignment with the requirements stated in the last curriculum reform.
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Acknowledgment
This research was supported under a grant from COLCIENCIAS—Colombian Institute for Science and Technology Development “Francisco José de Caldas”—contract 782 of 2009 Code 1115-489-25309.
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Zapata-Cardona, L., Rocha-Salamanca, P. (2016). Teachers’ Questions in the Statistics Class. In: Ben-Zvi, D., Makar, K. (eds) The Teaching and Learning of Statistics. Springer, Cham. https://doi.org/10.1007/978-3-319-23470-0_32
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DOI: https://doi.org/10.1007/978-3-319-23470-0_32
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