Research Article
BibTex RIS Cite

Öğretmen Adaylarının Grafiklerin Öğretimi Bağlamında İstatistik Yapmaya İlişkin Anlayışları

Year 2021, Volume: 14 Issue: 4, 638 - 664, 19.10.2021
https://doi.org/10.30831/akukeg.888232

Abstract

Bu çalışmada öğretmen adaylarının istatistik yapma konusundaki anlayışlarının ders imecesi/araştırması bağlamında incelenmesi amaçlanmıştır. Öğretmen adaylarının istatistik yapma sürecindeki anlayışlarının (alan bilgisi) grafiklerle ilişkili ders planlarken ve uygularken nasıl değiştiği ve nasıl öğretim pratiklerine dönüştüğüne (öğrenci ve öğretim bilgisi) odaklanılmıştır. Çalışmaya üç son sınıf öğretmen adayı katılmış, iki aşamadan oluşan (üniversite ve gerçek okul) ders imecesi/araştırması uygulaması gerçekleştirmişlerdir. Öğretmen adayları tarafından grup halinde hazırlanan ders planları, gözlemler, alan notları, yarı yapılandırılmış görüşmeler ve grup toplantılarının video ve ses kayıtları ve öğretim uygulamaları aracılığıyla veriler toplanmıştır. Öğretmen adayları başlangıçta istatistik yapma sürecinin birbiriyle ilişkili birçok bileşenden oluştuğunu düşünmemişlerdir. Ders planları tasarladıkça, kavramlar hakkında tartıştıkça anlayışları gelişmiş; bu gelişim ders planları ve öğretimsel uygulamalarına büyük ölçüde yansımıştır. İstatistiksel soruları istatistik yapmanın merkezine koymaya başlamaları, diğer temalarla ilgili fikirlerini (örneğin, veri toplama, grafikleri yorumlama) etkileyen önemli bir dönüm noktası haline gelmiştir. Ayrıca istatistik yapmakla ilgili anlayışlarının öğretim uygulamalarını doğrudan etkilediği de gözlemlenmiştir. 

Supporting Institution

Tübitak

References

  • Ader, E. (2018). Programlardaki veri ve olasılık öğrenme alanı içeriklerine karşılaştırmalı bir bakış [A comparative look at data and probability learning area contents in programs] M. F. Özmantar, H. Akkoç, B. Kuşdemir Kayıran, & M. Özyurt (Ed.) Ortaokul Matematik Öğretim Programları: Tarihsel bir İnceleme (pp. 275-306). Pegem Akademi.
  • Arnold, P. (2008), Developing new statistical content knowledge with secondary school mathematics teachers. In C. Batanero, G. Burrill, C. Reading, and A. Rossman (Ed.), Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. Challenges for Teaching and Teacher Education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference, ICMI and IASE. Springer.
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: toward practice-based theory of professional education. In L. Darling-Hammond,& G. Sykes (Ed.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). CA: Jossey-Bass.
  • Ball, D. L., & Forzani. F. (2009). The work of teaching and challenge for teacher education.Journal of Teacher Education, 60(5), 497-511.https://doi.org/10.1177/0022487109348479.
  • Batanero, C., Burrill, G. F., & Reading, C. (Eds.). (2011). Teaching statistics in school mathematics—Challenges for teaching and teacher education: A Joint ICMI/IASE Study: The 18th ICMI Study. Springer.
  • Bright, G. W. & Friel, S. N. (2011). Graphical Representations: Helping Students Interpret Data. In S. P. Lajoie (Ed.), Reflections on Statistics: Learning, Teaching, and Assessment in Grades K-12 (pp. 63-88). Routledge.
  • Burgess, T. A. (2001). Assessing the statistics knowledge of pre-service teachers. In J. Bobis, B. Perry, and M. Mitchelmore (Ed.), Numeracy and beyond (Proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia), (pp. 114-121). MERGA.
  • Burgess, T. A. (2002). Investigating the ‘data sense’ of preservice teachers. In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics.: International Statistical Institute and International Association for Statistics Education.
  • Burgess, T. A. (2007). Investigating the nature of teacher knowledge needed and used in teaching statistics. [Unpublished Ddoctoral Dissertation], Massey University.
  • Curcio, F. R. (1987). Comprehension of mathematical relationships expressed in graphs. Journal for Research in Mathematics Education, 18(5), 382–393.https://www.jstor.org/stable/749086.
  • delMas, R. C. (2004). A comparison of mathematical and statistical reasoning. In D. Ben-Zvi& J. Garfield (Ed.), The challenge of developing statistical literacy, reasoning, and thinking (pp. 79-95). Kluwer.
  • Eicher, A. & Zapata-Cardana, L. (2016). Emprical Research in Statistics Education, Springer.
  • English, L. D. (2014). Statistics at Play. Teaching Children Mathematics, 21(1), 36-44. https://www.jstor.org/stable/10.5951/teacchilmath.21.1.0036.
  • English, L., Watson, J., & Fitzallen, N. (2017). Fourth-graders’ meta-questioning in statistical investigations. In A. Downton, S. Livy, & J. Hall (Ed.), 40 years on: We are still learning! Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia, (pp. 229–236). MERGA.
  • Espinel, M. C., Bruno, A., & Plasencia, I. (2008). Statistical graphs in the training of teachers. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (Eds.), Joint ICMI/IASE study: Teaching statistics in school mathematics. Challenges for teaching and teacher education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference. Monterrey: ICMI and IASE. Springer.
  • Fraenkel, J. R., &Wallen, N. E. (2006). How to design and evaluate research in education.McGraw-Hill.
  • Franklin, C. A.,Bargagliotti, A. E.,Case, C. A.,Kader, G.D., Scheaffer, R.L., & Spangler, D. A. (2015). Statistical education of teachers (SET). VA: American StatisticalAssociation.
  • Friel, S. N., & Bright, G. W. (1998). Teach-Stat: A model for professional development in data analysis and statistics for teachers K-6. In S.P. Lajoie (Ed.), Reflections on St Romberg statistics (pp. 63-117). Lawrence Erlbaum.
  • Friel, S. N.; Curcio, R. F. & Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158.https://doi.org/10.2307/749671.
  • Fullan, M. G. (1991). The New Meaning of Educational Change. Cassell Educational Limited Wellington House.
  • GAISE College Report. (2016). Guidelines for assessment and instruction in Statistics Education College Report, American Statistical Association, Alexandria, VA.
  • GAISE K-12 Report. (2005). Guidelines for assessment and instruction in Statistics Education K-12 Report, American Statistical Association, Alexandria, VA.
  • Gal, I. (2004). Statistical literacy: Meanings, components, responsibilities. In D. Ben-Zvi& J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp.47-78). Kluwer Academic Publishers.
  • Garfield, J. (2002). The challenge of developing statistical reasoning. Journal of Statistics Education, 10(3). 1-12.https://doi.org/10.1080/10691898.2002.11910676.
  • Garfield, J., & Ben-Zvi, D. (2004). Research on statistical literacy, reasoning, and thinking: issues, challenges, and implications. In D. Ben-Zvi & J. Garfield (Ed.), The challenge of developing statistical literacy, reasoning, and thinking (pp. 397-409). Kluwer Academic Publishers.
  • Garfield, J., & Everson, M. (2009). Preparing teachers of statistics: A graduate course for future teachers. Journal of Statistics Education, 17(2). 1-16.https://doi.org/10.1080/10691898.2009.11889516.
  • Graham, A. (2006). Developing thinking in statistics. CA: Sage Publications.
  • Green, J., & Blankenship, E. E. (2013). Primarily Statistics: Developing an Introductory Statistics Course for Pre-service Elementary Teachers. Journal of Statistics Education, 21(3), 1-21.https://doi.org/10.1080/10691898.2013.11889683.
  • Groth, R. E. (2007). Toward a conceptualization of statistical knowledge for teaching. Journal for Research in Mathematics Education, 38(5), 427-437.https://www.jstor.org/stable/30034960.
  • Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750.https://doi.org/10.1177/003172170308401007.
  • Gürel, R. (2016). An investigation of middle school mathematics teachers’ knowledge fot teaching measures of central tendency and variation [Unpublished doctoral thesis]. Hacettepe Üniversitesi.
  • Güven, B., Öztürk, T. & Özmen, Z.M. (2015). Examining the statistical process experiences of 8th grade students. Education and Science, 40(177), 343-363.http://dx.doi.org/10.15390/EB.2015.3313.
  • Hacısalihoğlu-Karadeniz, M. (2016). Determining the data processing learning domain attainments of 5th grade students. Mediterranean Journal of Humanities, 6(1), 221-236. http://dx.doi.org/10.13114/MJH.2016119300.
  • Hannigan, A., Gill, O., & Leavy, A. M. (2013). An investigation of prospective secondary mathematics teachers’ conceptual knowledge of and attitudes towards statistics. Journal of Mathematics Teacher Education, 16(6), 427–449.https://doi.org/10.1007/s10857-013-9246-3.
  • Heaton, R. M., & Mickelson, W. T. (2002). The learning and teaching of statistical investigationing teaching and teacher education. Journal of Mathematics Teacher Education, 5(1), 35–59.https://doi.org/10.1023/A:1013886730487.
  • Hiebert, J.,& Morris, A. K. (2012). Teaching, rather than teachers, as a path toward improving classroom instruction. Journal of Teacher Edu¬cation, 63, 92-102.https://doi.org/10.1177/0022487111428328.
  • Hiebert, J., Morris, A. K. & Glass, B. (2003). Learning to learn to teach: An “experiment” model for teaching and teaching preparation in mathematics. Journal of Mathematics Teacher Education, 6, 201-222. https://doi.org/10.1023/A:1025162108648.
  • Ijeh, S. B. (2012). How competent mathematics teachers develop pedagogical content knowledge in statistics teaching [Unpublished doctoral Dissertation]. University of Pretoria.
  • Karatoprak, R. (2014). Assessing preservice mathematics teachers’ statistical reasoning [Unpublished master thesis]. Boğaziçi University.
  • Koleza, E. &Kontogianni, A. (2016). Statistics in primary education in Greece: How ready are primary teachers?. D. Ben-Zvi,& K. Makar (Ed.), The Teaching and Learning of Statistics International Perspectives (p. 289-298). Springer.
  • Leavy, A. (2006). Using data comparison to support a focus on distribution: Examining preserviceteachers’ understandings of distribution when engaged in statistical inquiry. Statistics Education Research Journal, 5(2), 89–114.
  • MacGillivray, H. & Pereira-Mendoza, L. (2011). Teaching Statistical Thinking ThroughInvestigative Projects. C. Batanero, G. Burrill, and C. Reading (Ed.), Teaching Statistics in SchoolMathematics-Challenges for Teaching and Teacher Education: A Joint ICMI/IASE Study,(p.109-120). Springer.
  • Makar, K., & Fielding-Wells, J. (2011). Teaching teachers to teach statistical investigations. In C. Batanero, G. Burrill, & C. Reading (Ed.), Teaching statistics in school mathematics – Challenges for teaching and teacher education: A joint ICMI/IASE study (pp. 347-358). Springer.
  • Mercimek, O. (2013). Assessment of preservice mathematics teachers’ knowledge for teaching statistics [Doctoral Dissertation]. Middle East Technical University.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage
  • Ministry of National Education [MoNE]. (2009). İlköğretim Matematik Dersi 6-8. Sınıflar Öğretim Programı [Elementary school mathematics curricula for grades 6-8]. Ankara. Milli Eğitim Yayınevi.
  • Ministry of National Education [MoNE]. (2013). Ortaokul Matematik Dersi (5,6,7, ve 8. Sınıf) Öğretim Programı [Middle school mathematics (5,6,7, and 8. grades) curricula]. Ankara. Milli Eğitim Yayınevi.
  • Ministry of National Education [MoNE]. (2018). Matematik dersi (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar) öğretim programı [Primary and middle school mathematics curricula for grades 1, 2, 3, 4, 5, 6, 7, and 8]. Ankara, Turkey: MEB.
  • Moore, D. S. (1988). Should Mathematicians Teach Statistics?. The College Mathematics Journal. 19(1), 3–7. https://www.jstor.org/stable/2686687.
  • Moore, D. S. (1990). Uncertainty. In L. A. Steen (Ed.), On the shoulders of giants: New approaches to numeracy (pp. 95–137). DC: National Academy Press.
  • National Council of Mathematics [NCTM]. (2000). Principles and Standards for School Mathematics. VA: Author.
  • Öz, Ö. (2019). An investigation of 7th grade students’ level of understanding in the statistical investigation process [Unpublished master thesis] Middle East Technical University.
  • Rossman, A., Chance, B., & Medina, E. (2006). Some important comparisons between statistics and mathematics and why teachers should care. In G. F. Burrill & P. C. Elliot (Eds.), Thinking and reasoning with data and chance, (pp. 323-333). VA: NCTM.
  • Pfannkuch, M. (2005). Characterizing year 11 students’ evaluation of a statistical process. Statistics Education Research Journal, 4(2), 5-26.
  • Pfannkuch, M. (2011) The Role of Context in Developing Informal Statistical Inferential Reasoning: A Classroom Study, Mathematical Thinking and Learning, 13(1-2), 27-46.https://doi.org/10.1080/10986065.2011.538302.
  • Pfannkuch, M. &. Wild, C. J. (2004). Towards an understanding of statistical thinking. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp. 17–46.). Springer.
  • Santagata, R. Zannoni, C.,& Stigler, J. W. (2007). The role lesson analysis in pre-service teacher education. An empirical investgitaion of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10, 123-140.https://doi.org/10.1007/s10857-007-9029-9.
  • Santos, R., & Ponte, J. P. (2014). Learning and teaching statistical investigations: A case study ofa prospective teacher. In K. Makar, B. de Sousa, & R. Gould (Ed.), Sustainability in statistics education. Proceedings of the 9th International Conference on Teaching Statistics, ICOTS9, July, 2014, Flagstaff, AZ, USA. International Statistical Institute: Voorburg, The Netherlands.
  • Scheaffer, R. L. (2006). Statistics and mathematics: On making a happy marriage. In G. F. Burrill & P. C. Elliott (Ed.), Thinking and reasoning with data and chance: Sixty-eighth NCTM yearbook (pp. 139- 150). VA: NCTM.
  • Schwartz, J. E. (2008). Elementary Mathematics Pedagogical Content Knowledge: Powerful ideas for teachers. Pearson.
  • Sharma, S. (2013). Assessing students’ understanding of tables and graphs: Implications for teaching and research. International Journal of Educational Research and Technology, 4(4), 51-70.
  • Shaughnessy, J. M. (2007). Research on statistics learning and reasoning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning. A project of the National Council of Teachers of Mathematics (pp. 957–1009). NC: Information Age.
  • Sorto, M. A. (2004). Prospective middle school teachers’ knowledge about data analysis and its application to teaching [Unpublished doctoral dissertation] Michigan State University.
  • Susan N. F.; Frances R. C., & George W. B. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158. https://doi.org/10.2307/749671.
  • Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. Pearson Education.
  • Visnovska, J.,& Cobb, P. (2019).Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics.Mathematical Thinking and Learning, 21(4), 285-305.https://doi.org/10.1080/10986065.2019.1576003.
  • Wild, C. J.. & Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67(3), 223-265.https://doi.org/10.1111/j.1751-5823.1999.tb00442.x.
  • Zhang, S & Cheng, Q. (2011) Learning to teach through a practicum-based microteaching model. Action in Teacher Education, 33(4), 343-358.https://doi.org/10.1080/01626620.2011.620523.

Pre-Service Teachers’ Understandings of Doing Statistics in the Context of Teaching Graphs

Year 2021, Volume: 14 Issue: 4, 638 - 664, 19.10.2021
https://doi.org/10.30831/akukeg.888232

Abstract

It was aimed to examine pre-service teachers’ developing understandings of doing statistics within a practicum based micro teaching lesson study. It was focused on their understandings (i.e., content knowledge) of doing statistics as well as how they transform their understandings (i.e., content knowledge) into teaching practices (i.e., knowledge of student & knowledge of teaching) while designing and implementing lessons related to graphs. Three senior pre-service teachers participated in a two phase (university and school classroom) practicum based lesson study. Data were collected through lesson plans prepared by the pre-service teachers in groups, observations, field notes, semi-structured interviews and video and audio recordings of the group meetings and instructional implementations. They didn’t did not consider doing statistics as consisted of many inter-related components initially. Their understandings developed greatly as they designed lesson plans, discussed about the concepts and reflected on their lesson plans and instructional implementations. Their starting to put statistical questions into the centre of doing statistics became an important turning point affected their conceptions related to other themes (e.g., collecting data, interpreting graphs). It also observed several instances that their understandings related to doing statistics impacted their teaching practices. The changes observed could be attributed to several factors.

References

  • Ader, E. (2018). Programlardaki veri ve olasılık öğrenme alanı içeriklerine karşılaştırmalı bir bakış [A comparative look at data and probability learning area contents in programs] M. F. Özmantar, H. Akkoç, B. Kuşdemir Kayıran, & M. Özyurt (Ed.) Ortaokul Matematik Öğretim Programları: Tarihsel bir İnceleme (pp. 275-306). Pegem Akademi.
  • Arnold, P. (2008), Developing new statistical content knowledge with secondary school mathematics teachers. In C. Batanero, G. Burrill, C. Reading, and A. Rossman (Ed.), Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. Challenges for Teaching and Teacher Education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference, ICMI and IASE. Springer.
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: toward practice-based theory of professional education. In L. Darling-Hammond,& G. Sykes (Ed.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). CA: Jossey-Bass.
  • Ball, D. L., & Forzani. F. (2009). The work of teaching and challenge for teacher education.Journal of Teacher Education, 60(5), 497-511.https://doi.org/10.1177/0022487109348479.
  • Batanero, C., Burrill, G. F., & Reading, C. (Eds.). (2011). Teaching statistics in school mathematics—Challenges for teaching and teacher education: A Joint ICMI/IASE Study: The 18th ICMI Study. Springer.
  • Bright, G. W. & Friel, S. N. (2011). Graphical Representations: Helping Students Interpret Data. In S. P. Lajoie (Ed.), Reflections on Statistics: Learning, Teaching, and Assessment in Grades K-12 (pp. 63-88). Routledge.
  • Burgess, T. A. (2001). Assessing the statistics knowledge of pre-service teachers. In J. Bobis, B. Perry, and M. Mitchelmore (Ed.), Numeracy and beyond (Proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia), (pp. 114-121). MERGA.
  • Burgess, T. A. (2002). Investigating the ‘data sense’ of preservice teachers. In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics.: International Statistical Institute and International Association for Statistics Education.
  • Burgess, T. A. (2007). Investigating the nature of teacher knowledge needed and used in teaching statistics. [Unpublished Ddoctoral Dissertation], Massey University.
  • Curcio, F. R. (1987). Comprehension of mathematical relationships expressed in graphs. Journal for Research in Mathematics Education, 18(5), 382–393.https://www.jstor.org/stable/749086.
  • delMas, R. C. (2004). A comparison of mathematical and statistical reasoning. In D. Ben-Zvi& J. Garfield (Ed.), The challenge of developing statistical literacy, reasoning, and thinking (pp. 79-95). Kluwer.
  • Eicher, A. & Zapata-Cardana, L. (2016). Emprical Research in Statistics Education, Springer.
  • English, L. D. (2014). Statistics at Play. Teaching Children Mathematics, 21(1), 36-44. https://www.jstor.org/stable/10.5951/teacchilmath.21.1.0036.
  • English, L., Watson, J., & Fitzallen, N. (2017). Fourth-graders’ meta-questioning in statistical investigations. In A. Downton, S. Livy, & J. Hall (Ed.), 40 years on: We are still learning! Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia, (pp. 229–236). MERGA.
  • Espinel, M. C., Bruno, A., & Plasencia, I. (2008). Statistical graphs in the training of teachers. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (Eds.), Joint ICMI/IASE study: Teaching statistics in school mathematics. Challenges for teaching and teacher education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference. Monterrey: ICMI and IASE. Springer.
  • Fraenkel, J. R., &Wallen, N. E. (2006). How to design and evaluate research in education.McGraw-Hill.
  • Franklin, C. A.,Bargagliotti, A. E.,Case, C. A.,Kader, G.D., Scheaffer, R.L., & Spangler, D. A. (2015). Statistical education of teachers (SET). VA: American StatisticalAssociation.
  • Friel, S. N., & Bright, G. W. (1998). Teach-Stat: A model for professional development in data analysis and statistics for teachers K-6. In S.P. Lajoie (Ed.), Reflections on St Romberg statistics (pp. 63-117). Lawrence Erlbaum.
  • Friel, S. N.; Curcio, R. F. & Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158.https://doi.org/10.2307/749671.
  • Fullan, M. G. (1991). The New Meaning of Educational Change. Cassell Educational Limited Wellington House.
  • GAISE College Report. (2016). Guidelines for assessment and instruction in Statistics Education College Report, American Statistical Association, Alexandria, VA.
  • GAISE K-12 Report. (2005). Guidelines for assessment and instruction in Statistics Education K-12 Report, American Statistical Association, Alexandria, VA.
  • Gal, I. (2004). Statistical literacy: Meanings, components, responsibilities. In D. Ben-Zvi& J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp.47-78). Kluwer Academic Publishers.
  • Garfield, J. (2002). The challenge of developing statistical reasoning. Journal of Statistics Education, 10(3). 1-12.https://doi.org/10.1080/10691898.2002.11910676.
  • Garfield, J., & Ben-Zvi, D. (2004). Research on statistical literacy, reasoning, and thinking: issues, challenges, and implications. In D. Ben-Zvi & J. Garfield (Ed.), The challenge of developing statistical literacy, reasoning, and thinking (pp. 397-409). Kluwer Academic Publishers.
  • Garfield, J., & Everson, M. (2009). Preparing teachers of statistics: A graduate course for future teachers. Journal of Statistics Education, 17(2). 1-16.https://doi.org/10.1080/10691898.2009.11889516.
  • Graham, A. (2006). Developing thinking in statistics. CA: Sage Publications.
  • Green, J., & Blankenship, E. E. (2013). Primarily Statistics: Developing an Introductory Statistics Course for Pre-service Elementary Teachers. Journal of Statistics Education, 21(3), 1-21.https://doi.org/10.1080/10691898.2013.11889683.
  • Groth, R. E. (2007). Toward a conceptualization of statistical knowledge for teaching. Journal for Research in Mathematics Education, 38(5), 427-437.https://www.jstor.org/stable/30034960.
  • Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750.https://doi.org/10.1177/003172170308401007.
  • Gürel, R. (2016). An investigation of middle school mathematics teachers’ knowledge fot teaching measures of central tendency and variation [Unpublished doctoral thesis]. Hacettepe Üniversitesi.
  • Güven, B., Öztürk, T. & Özmen, Z.M. (2015). Examining the statistical process experiences of 8th grade students. Education and Science, 40(177), 343-363.http://dx.doi.org/10.15390/EB.2015.3313.
  • Hacısalihoğlu-Karadeniz, M. (2016). Determining the data processing learning domain attainments of 5th grade students. Mediterranean Journal of Humanities, 6(1), 221-236. http://dx.doi.org/10.13114/MJH.2016119300.
  • Hannigan, A., Gill, O., & Leavy, A. M. (2013). An investigation of prospective secondary mathematics teachers’ conceptual knowledge of and attitudes towards statistics. Journal of Mathematics Teacher Education, 16(6), 427–449.https://doi.org/10.1007/s10857-013-9246-3.
  • Heaton, R. M., & Mickelson, W. T. (2002). The learning and teaching of statistical investigationing teaching and teacher education. Journal of Mathematics Teacher Education, 5(1), 35–59.https://doi.org/10.1023/A:1013886730487.
  • Hiebert, J.,& Morris, A. K. (2012). Teaching, rather than teachers, as a path toward improving classroom instruction. Journal of Teacher Edu¬cation, 63, 92-102.https://doi.org/10.1177/0022487111428328.
  • Hiebert, J., Morris, A. K. & Glass, B. (2003). Learning to learn to teach: An “experiment” model for teaching and teaching preparation in mathematics. Journal of Mathematics Teacher Education, 6, 201-222. https://doi.org/10.1023/A:1025162108648.
  • Ijeh, S. B. (2012). How competent mathematics teachers develop pedagogical content knowledge in statistics teaching [Unpublished doctoral Dissertation]. University of Pretoria.
  • Karatoprak, R. (2014). Assessing preservice mathematics teachers’ statistical reasoning [Unpublished master thesis]. Boğaziçi University.
  • Koleza, E. &Kontogianni, A. (2016). Statistics in primary education in Greece: How ready are primary teachers?. D. Ben-Zvi,& K. Makar (Ed.), The Teaching and Learning of Statistics International Perspectives (p. 289-298). Springer.
  • Leavy, A. (2006). Using data comparison to support a focus on distribution: Examining preserviceteachers’ understandings of distribution when engaged in statistical inquiry. Statistics Education Research Journal, 5(2), 89–114.
  • MacGillivray, H. & Pereira-Mendoza, L. (2011). Teaching Statistical Thinking ThroughInvestigative Projects. C. Batanero, G. Burrill, and C. Reading (Ed.), Teaching Statistics in SchoolMathematics-Challenges for Teaching and Teacher Education: A Joint ICMI/IASE Study,(p.109-120). Springer.
  • Makar, K., & Fielding-Wells, J. (2011). Teaching teachers to teach statistical investigations. In C. Batanero, G. Burrill, & C. Reading (Ed.), Teaching statistics in school mathematics – Challenges for teaching and teacher education: A joint ICMI/IASE study (pp. 347-358). Springer.
  • Mercimek, O. (2013). Assessment of preservice mathematics teachers’ knowledge for teaching statistics [Doctoral Dissertation]. Middle East Technical University.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage
  • Ministry of National Education [MoNE]. (2009). İlköğretim Matematik Dersi 6-8. Sınıflar Öğretim Programı [Elementary school mathematics curricula for grades 6-8]. Ankara. Milli Eğitim Yayınevi.
  • Ministry of National Education [MoNE]. (2013). Ortaokul Matematik Dersi (5,6,7, ve 8. Sınıf) Öğretim Programı [Middle school mathematics (5,6,7, and 8. grades) curricula]. Ankara. Milli Eğitim Yayınevi.
  • Ministry of National Education [MoNE]. (2018). Matematik dersi (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar) öğretim programı [Primary and middle school mathematics curricula for grades 1, 2, 3, 4, 5, 6, 7, and 8]. Ankara, Turkey: MEB.
  • Moore, D. S. (1988). Should Mathematicians Teach Statistics?. The College Mathematics Journal. 19(1), 3–7. https://www.jstor.org/stable/2686687.
  • Moore, D. S. (1990). Uncertainty. In L. A. Steen (Ed.), On the shoulders of giants: New approaches to numeracy (pp. 95–137). DC: National Academy Press.
  • National Council of Mathematics [NCTM]. (2000). Principles and Standards for School Mathematics. VA: Author.
  • Öz, Ö. (2019). An investigation of 7th grade students’ level of understanding in the statistical investigation process [Unpublished master thesis] Middle East Technical University.
  • Rossman, A., Chance, B., & Medina, E. (2006). Some important comparisons between statistics and mathematics and why teachers should care. In G. F. Burrill & P. C. Elliot (Eds.), Thinking and reasoning with data and chance, (pp. 323-333). VA: NCTM.
  • Pfannkuch, M. (2005). Characterizing year 11 students’ evaluation of a statistical process. Statistics Education Research Journal, 4(2), 5-26.
  • Pfannkuch, M. (2011) The Role of Context in Developing Informal Statistical Inferential Reasoning: A Classroom Study, Mathematical Thinking and Learning, 13(1-2), 27-46.https://doi.org/10.1080/10986065.2011.538302.
  • Pfannkuch, M. &. Wild, C. J. (2004). Towards an understanding of statistical thinking. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp. 17–46.). Springer.
  • Santagata, R. Zannoni, C.,& Stigler, J. W. (2007). The role lesson analysis in pre-service teacher education. An empirical investgitaion of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10, 123-140.https://doi.org/10.1007/s10857-007-9029-9.
  • Santos, R., & Ponte, J. P. (2014). Learning and teaching statistical investigations: A case study ofa prospective teacher. In K. Makar, B. de Sousa, & R. Gould (Ed.), Sustainability in statistics education. Proceedings of the 9th International Conference on Teaching Statistics, ICOTS9, July, 2014, Flagstaff, AZ, USA. International Statistical Institute: Voorburg, The Netherlands.
  • Scheaffer, R. L. (2006). Statistics and mathematics: On making a happy marriage. In G. F. Burrill & P. C. Elliott (Ed.), Thinking and reasoning with data and chance: Sixty-eighth NCTM yearbook (pp. 139- 150). VA: NCTM.
  • Schwartz, J. E. (2008). Elementary Mathematics Pedagogical Content Knowledge: Powerful ideas for teachers. Pearson.
  • Sharma, S. (2013). Assessing students’ understanding of tables and graphs: Implications for teaching and research. International Journal of Educational Research and Technology, 4(4), 51-70.
  • Shaughnessy, J. M. (2007). Research on statistics learning and reasoning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning. A project of the National Council of Teachers of Mathematics (pp. 957–1009). NC: Information Age.
  • Sorto, M. A. (2004). Prospective middle school teachers’ knowledge about data analysis and its application to teaching [Unpublished doctoral dissertation] Michigan State University.
  • Susan N. F.; Frances R. C., & George W. B. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158. https://doi.org/10.2307/749671.
  • Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. Pearson Education.
  • Visnovska, J.,& Cobb, P. (2019).Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics.Mathematical Thinking and Learning, 21(4), 285-305.https://doi.org/10.1080/10986065.2019.1576003.
  • Wild, C. J.. & Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67(3), 223-265.https://doi.org/10.1111/j.1751-5823.1999.tb00442.x.
  • Zhang, S & Cheng, Q. (2011) Learning to teach through a practicum-based microteaching model. Action in Teacher Education, 33(4), 343-358.https://doi.org/10.1080/01626620.2011.620523.
There are 68 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Nadide Yılmaz 0000-0003-1624-5902

İffet Yetkin 0000-0001-8784-0317

Publication Date October 19, 2021
Submission Date February 28, 2021
Published in Issue Year 2021 Volume: 14 Issue: 4

Cite

APA Yılmaz, N., & Yetkin, İ. (2021). Pre-Service Teachers’ Understandings of Doing Statistics in the Context of Teaching Graphs. Journal of Theoretical Educational Science, 14(4), 638-664. https://doi.org/10.30831/akukeg.888232