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ERIC Number: ED573184
Record Type: Non-Journal
Publication Date: 2012-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 17
How Does Teacher Knowledge in Statistics Impact on Teacher Listening?
Burgess, Tim
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012)
For teaching statistics investigations at primary school level, teacher knowledge has been identified using a framework developed from a classroom based study. Through development of the framework, three types of teacher listening problems were identified, each of which had potential impact on the students' learning. The three types of problems are described, with examples from the classroom along with links to the teacher knowledge framework. It is concluded that teacher knowledge is a necessary condition for avoiding such listening problems.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia