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ERIC Number: EJ1415785
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2468-1989
EISSN: EISSN-2468-4929
Models of Conceptualizing and Measuring Statistical Knowledge for Teaching: A Critical Review
Aslihan Batur Ozturk; Adnan Baki
Pedagogical Research, v9 n1 Article em0178 2024
Since it has become necessary for each individual to be statistically literate, statistical education research has taken teachers' competencies into its agenda. The knowledge needed to teach statistics differs from the knowledge needed to teach mathematics since statistics is different from mathematics. Teachers and researchers need to consider these differences and be aware of the challenges of statistics teaching. This article focuses on the nature of statistical knowledge for teaching (SKT). Models of conceptualizing and measuring SKT from research literature were reviewed critically. The strengths and weaknesses of models were discussed. The article concludes with some implications for teacher education and research.
Modestum. 1 Windrush Road, DE65 5LB, Hilton, Derbyshire, UK. Tel: +44-783-473-4063; e-mail: info@modestum.org; Web site: https://www.pedagogicalresearch.com/
Publication Type: Journal Articles; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A