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ERIC Number: EJ781361
Record Type: Journal
Publication Date: 2007-Nov
Pages: 11
Abstractor: Author
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0021-8251
Toward a Conceptualization of Statistical Knowledge for Teaching
Groth, Randall E.
Journal for Research in Mathematics Education, v38 n5 p427-437 Nov 2007
The purpose of this article is to sketch a hypothetical descriptive framework of statistical knowledge for teaching. Because statistics is a discipline in its own right rather than a branch of mathematics, the knowledge needed to teach statistics is likely to differ from the knowledge needed to teach mathematics. Doing statistics involves many primarily nonmathematical activities, such as building meaning for data by examining the context and choosing appropriate study designs to answer questions of interest. Although there are differences between mathematics and statistics, the two disciplines do share common ground in that statistics utilizes mathematics. This connection suggests that existing research on mathematical knowledge for teaching can help inform research on statistical knowledge for teaching. (Contains 1 figure and 1 table.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A