Preface: Carmen Batanero, Gail Burrill, and Chris Reading.- Section 1. Global perspective: Gail Burril.- Chapter 1. The statistics school curricula around the world.- 1.1.Statistics school curricula in Brazil: Tania M. M. Campos, Irene M. Cazorla, and Verônica Y. Kataoka.- 1.2.Statistics education in the United States: Statistical reasoning and the statistical process: Jill Newton, Leslie Dietiker, and Aladar Horvath.-1.3.Statistics school curriculum for Uganda: Charles Opolot-Okurut and Patrick Opyene Eluk.- 1.4.Statistics in the South African school curriculum: Helena Wessels.- Chapter 2. Training teachers to teach statistics around the world.- 2.1.Developing a statistics curriculum for future secondary mathematics teachers: Amy G. Froelich.- 2.2.Future teachers' training in statistics: The situation in Germany: Laura Martignon.- 2.3. An experience on training mathematics teachers for teaching statistics in Iran: Ahmad Parsian and Ali Rejali.- 2.4. Reform efforts in training mathematics teachers to teach statistics: Challenges and prospects: Enriqueta Reston and Lisa Grace Bersales.- 2.5.Statistical training of Central America teachers: M. Alejandra Sorto.- Section 2.Fundamentals for teaching statistics: Chris Reading.- Chapter 3.Fundamental statistical ideas in the school curriculum and in training teachers: Gail Burrill and Rolf Biehler.- Chapter 4.Strengthening the role of probability within statistics curricula: Manfred Borovcnik.- Chapter 5.Frequentist approach: Modelling and simulation in statistics and probability teaching: Brigitte Chaput, Jean Claude Girard, and Michel Henry.- Chapter 6. The role of technology in teaching and learning statistics: Dave Pratt, Neville Davies, and Doreen Connor.- Chapter 7. Teaching statistical thinking through investigative projects: Helen MacGillivray and Lionel Pereira Mendoza.- Chapter 8. Complementing mathematical thinking and statistical thinking in school mathematics: Linda Gattuso and Maria Gabriella Ottaviani.- Chapter 9. Assessment of learning, for learning and as learning in statistics education: Joan Garfield and Christine Franklin.- Section 3.Teachers’ beliefs, attitudes and knowledge: Carmen Batanero.- Chapter 10. Teachers’ beliefs about statistics education: Robyn Pierce and Helen Chick.- Chapter 11. Teachers’ attitudes towards statistics: Assumpta Estrada, Carmen Batanero, and Stephen Lancaster.- Chapter 12. Statistics teachers and classroom practices: Andreas Eichler.- Chapter 13. Teachers’ graphical competence: M. Teresa González, M. Candelaria Espinel, and Janet Ainley.- Chapter 14. Teachers’ understanding of averages: Tim Jacobbe and Carolina Carvalho.- Chapter 15. Teachers’ understanding of variation: Ernesto Sánchez, Claudia Borim da Silva, and Cileda Coutinho.- Chapter 16. Teachers’ knowledge of distribution: Chris Reading and Dan Canada.- Chapter 17. Students' and teachers' knowledge of sampling and inference: Anthony Harradine, Carmen Batanero, and Allan Rossman.- Chapter 18. Correlation and regression in the training of teachers: Joachim Engel and Peter Sedlmeier.- Chapter 19. Teacher knowledge of and for statistical investigations: Tim Burgess.- Chapter 20. Models for statistical pedagogical knowledge: Juan D. Godino, Juan J. Ortiz, Rafael Roa, and Miguel R. Wilhelmi.- Chapter 21. Measuring levels of statistical pedagogical content knowledge: Rosemary Callingham and Jane Watson.- Section 4. Challenges and experiences in teacher training: Carmen Batanero.- Chapter 22. Preparing teachers to meet the challenges of statistics education: João Pedro da Ponte.- Chapter 23. Developing statistical literacy in students and teachers: Jim Ridgway, James Nicholson, and Sean McCusker.- Chapter 24. Developing teachers’ statistical thinking: Maxine Pfannkuch and Dani Ben-Zvi.- Chapter 25. Engaging teachers and students with real data: Benefits and challenges: Jennifer Hall.- Chapter 26. Teaching teachers to teach statistical investigations: Katie Makar and Jill Fielding-Wells.- Chapter 27. Characterizing and developing teachers' knowledge for teaching statistics with technology: Hollylynne S. Lee and Karen F. Hollebrands.- Chapter 28. Preparing teachers through case analyses: Randall E. Groth and Xu Shihong.- Chapter 29. Distance education of statistics teachers: Maria Meletiou-Mavrotheris and Ana Serradó Bayés.- Chapter 30. The role of statistical offices and associations in supporting the teaching of statistics at school level: Delia North and Jackie Scheiber.- Overview: Challenges for teaching statistics in school mathematics, and preparing mathematics teachers: Carmen Batanero, Gail Burrill, and Chris Reading.- Subject index.-
Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education: A Joint ICMI/IASE Study: The 18th ICMI Study / Edition 1by Carmen Batanero, Gail Burrill, Chris Reading
Pub. Date: 07/31/2011
Publisher: Springer Netherlands
Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education. Oriented to analyse the teaching of statistics in school and to recommend improvements in the training of mathematics teachers to encourage
Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education. Oriented to analyse the teaching of statistics in school and to recommend improvements in the training of mathematics teachers to encourage success in preparing statistically literate students, the volume provides a picture of the current situation in both the teaching of school statistics and the pre-service education of mathematics teachers.
A primary goal of Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education is to describe the essential elements of statistics, teacher’s professional knowledge and their learning experiences. Moreover, a research agenda that invites new research, while building from current knowledge, is developed. Recommendations about strategies and materials, available to train prospective teachers in university and in-service teachers who have not been adequately prepared, are also accessible to the reader.
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