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ERIC Number: EJ909006
Record Type: Journal
Publication Date: 2010-Nov
Pages: 19
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1570-1824
Approaching the Borderlands of Statistics and Mathematics in the Classroom: Qualitative Analysis Engendering an Unexpected Journey
Watson, Jane M.; Nathan, Erica L.
Statistics Education Research Journal, v9 n2 p69-87 Nov 2010
To capture aspects of pedagogical content knowledge (PCK) not illuminated in an earlier written survey, an interview protocol was used with 40 middle school teachers. The scenarios were intended to elicit teachers' understanding of the big ideas, ability to anticipate students' answers, and intervention strategies for the classroom. This was expected to be a straight-forward journey based on teachers' responses to three context-based scenarios regarding students' answers to questions. Instead we were surprised by teachers' responses that revealed their perceptions that their experiences teaching mathematics and teaching statistics are very different. This led to further analysis of the PCK tasks and a suggestion that the mathematics embedded in the tasks was sometimes an impediment for the teachers, especially in relation to intervention strategies in the classroom. (Contains 2 figures.)
International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia