Teacher Education and Didactics Knowledge to Teach Statistics: A Case Study

Autor/inn/en	Rodrigues, Bruna Mayara Batista; da Ponte, João Pedro
Titel	Teacher Education and Didactics Knowledge to Teach Statistics: A Case Study
Quelle	In: European Journal of Science and Mathematics Education, 10 (2022) 2, S.225-243 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rodrigues, Bruna Mayara Batista) ORCID (da Ponte, João Pedro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Statistics Education; Diaries; Teacher Attitudes; Pedagogical Content Knowledge; Beginning Teachers; Mathematics Teachers; Teaching Methods; Faculty Development; Foreign Countries; Case Studies; Learning Processes; Outcomes of Education; Knowledge Base for Teaching; Brazil + Suchen Sie Ihr Suchwort? Diary; Tagebuch; Lehrerverhalten; Pädagogische Kompetenz; Junior teacher; Junglehrer; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Case study; Fallstudie; Case Study; Learning process; Lernprozess; Lernleistung; Schulerfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Brasilien
Abstract	This article discusses how two beginning mathematics teachers mobilize and develop their didactics knowledge, specifically concerning knowledge of statistical content and teaching practice, during a teacher education experience. This work was developed as part of a specialization course for elementary school mathematics teachers, in the subjects Data Analysis I and II. The teacher education course took place in the West Zone of Rio de Janeiro, Brazil. This is a qualitative study with an interpretive paradigm, based on a case study with two beginning teachers. The data collected was obtained from sessions by a logbook, audio recordings, and interviews with the teachers after the teacher education course. The course was structured to articulate didactics and statistics knowledge from activities directed to teaching practice. Concerning statistical knowledge, the results show the development of knowledge about different concepts associated with carrying out statistical investigations. Regarding teaching practice, teacher's learning is highlighted to carry out statistical activities of exploratory nature and statistical investigations in the school context. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01