PRE-SERVICE PRIMARY SCHOOL TEACHERS' KNOWLEDGE DURING TEACHING INFORMAL STATISTICAL INFERENCE

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-07-31 DOI:10.52041/serj.v22i2.424

Arjen de Vetten, R. Keijzer, J. Schoonenboom, B. van Oers

引用次数: 0

Abstract

The study reported in this article investigated the appropriateness of Mathematical Knowledge in Teaching of three pre-service primary school teachers (PSTs), teaching an informal statistical inference (ISI) lesson to primary school students. Using an ISI framework and the Knowledge Quartet framework., the presence and appropriateness of the PSTs’ teaching actions were coded and categorized. The results showed that PSTs were consciously engaged in making inferences based on sample data. The PSTs struggled to correctly interpret students’ conceptual input and to explain ISI, in particular, how generalizing from a sample is possible. Teacher education should focus on how PSTs can foster students’ understanding of the logic of drawing conclusions about a population based on a sample.

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职前小学教师在非正式统计推理教学中的知识

本研究调查了三名小学职前教师（PSTs）在向小学生教授非正式统计推断（ISI）课程时数学知识在教学中的适当性。使用ISI框架和知识四方框架。，对PST教学行为的存在性和适当性进行了编码和分类。结果表明，心理测试者有意识地根据样本数据进行推断。PST很难正确解释学生的概念输入，也很难解释ISI，特别是如何从样本中进行归纳。教师教育应侧重于PST如何培养学生对基于样本得出人群结论的逻辑的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.