Abstract
The introduction of statistics and probability into the school curriculum has raised awareness of the expectations on teachers who have to teach it. A review of the related field of mathematics education indicates that teachers need more than content knowledge. They must also respond to their students’ statistical understandings in ways that move students’ current understanding to higher levels. Efforts to measure such statistical pedagogical content knowledge are still in their infancy. Findings from a large-scale Australian study are reported to exemplify these efforts, and the implications for future research are discussed.
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Acknowledgements
This study was supported by an Australian Research Council, Grant No. LP0669106, with Linkage Partners the Australian Bureau of Statistics, Key Curriculum Press, and the Baker Centre for School Mathematics at Prince Alfred College, Adelaide.
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Callingham, R., Watson, J. (2011). Measuring Levels of Statistical Pedagogical Content Knowledge. In: Batanero, C., Burrill, G., Reading, C. (eds) Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. New ICMI Study Series, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1131-0_28
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