Enhancing Prospective Teachers' Coordination of Center and Spread: A Window into Teacher Education Material Development

Autor/inn/en	Lee, Hollylynne S.; Lee, J. Todd
Titel	Enhancing Prospective Teachers' Coordination of Center and Spread: A Window into Teacher Education Material Development
Quelle	In: Mathematics Educator, 21 (2011) 1, S.33-47 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-9017
Schlagwörter	Intervals; Data Analysis; Mathematics Teachers; Probability; Teacher Attitudes; Material Development; Teacher Educators; Teaching Methods; Preservice Teachers; Mathematical Concepts; Mathematics Instruction; Comprehension; Concept Formation; Teacher Education Programs + Suchen Sie Ihr Suchwort? Auswertung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Lehrerverhalten; Lehrmaterialentwicklung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Concept learning; Begriffsbildung
Abstract	This paper describes a development and evaluation process used to create teacher education materials that help prepare middle and secondary mathematics teachers to teach data analysis and probability concepts with technology tools. One aspect of statistical reasoning needed for teaching is the ability to coordinate understandings of center and spread. The materials attempt to foster such coordination by emphasizing reasoning about intervals of data rather than a single focus on a point estimate (e.g., measure of center). We take a close look at several different data sources across multiple implementation semesters to examine prospective mathematics teachers' ability to reason with center and spread in a coordinated way. We also look at the prospective teachers' ability to apply their understandings in pedagogical tasks. Our analysis illustrates the difficulty in both achieving this understanding and transferring it to teaching practices. We provide examples of how results were used to revise the materials and address issues of implementation by mathematics teacher educators. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10