A Framework for Understanding How Preservice Teachers Notice Students' Statistical Reasoning about Comparing Groups

Autor/in	Shin, Dongjo
Titel	A Framework for Understanding How Preservice Teachers Notice Students' Statistical Reasoning about Comparing Groups
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 5, S.699-720 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1699968
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Statistics Education; Mathematics Instruction; Guidelines; Decision Making; Thinking Skills; Teacher Student Relationship; Skill Development; Teaching Methods; Comparative Analysis; Mathematics Teachers; Secondary School Teachers; Standards; Attention; Video Technology; Problem Solving; Secondary School Students + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematics lessons; Mathematikunterricht; Richtlinien; Decision-making; Entscheidungsfindung; Denkfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Standard; Aufmerksamkeit; Problemlösen; Sekundarschüler
Abstract	This study proposes a framework for investigating how preservice mathematics teachers notice students' reasoning about comparing distributions, including preservice teachers' attention to statistical elements used by students, interpretation of students' understanding, and decision about how to respond to students' statistical reasoning. The framework is illustrated with examples from interviews with six preservice teachers and used to analyse the preservice teachers' noticing of students' reasoning. Using the framework, the current study demonstrated that preservice teachers' attention to non-statistical elements and their struggles with interpreting the students' understanding seemed to prevent them from deciding how to respond to the students' existing understanding of variability. The ways in which this framework can be used to examine preservice and inservice teachers' noticing of students' statistical reasoning and to describe the development of their noticing expertise are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01