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Preparing Teachers Through Case Analyses

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Book cover Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education

Part of the book series: New ICMI Study Series ((NISS,volume 14))

Abstract

The aim of this chapter is to discuss the usefulness of case analysis as a resource for statistics teacher education. In order to ground the discussion, two illustrations of teacher preparation through case analysis are introduced, one of which describes a case discussion among a group of prospective secondary mathematics teachers in the Mid-Atlantic United States of America and the other a teaching research activity among a group of practising junior high school teachers in Guangzhou, China. The dynamics of case discussions from these two different environments indicated that cases can help participants consider factors in general pedagogical knowledge, content-specific pedagogical knowledge, and content know­ledge. Some recommendations for further research and use of case analysis in teacher education are also included.

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Author information

Authors and Affiliations

  1. Department of Education Specialities, Salisbury University, Salisbury, MD, 21801, USA

    Randall E. Groth

  2. Teaching Research Office of Guangzhou Education Bureau, Guangzhou, China

    Shihong Xu

Authors
  1. Randall E. Groth
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  2. Shihong Xu
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Correspondence to Randall E. Groth .

Editor information

Editors and Affiliations

  1. Fac. Ciencias de la Educación, Universidad de Granada, Granada, 18071, Spain

    Carmen Batanero

  2. Dept. Counseling,, Educational Psychology &, Michigan State University, Erickson Hall 240, East Lansing, 48824, Michigan, USA

    Gail Burrill

  3. SiMERR National Centre, University of New England, Armidale, 2350, New South Wales, Australia

    Chris Reading

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Groth, R.E., Xu, S. (2011). Preparing Teachers Through Case Analyses. 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_35

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