Research Article
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Year 2024, Volume: 32 Issue: 3, 408 - 419, 31.07.2024
https://doi.org/10.24106/kefdergi.1525332

Abstract

References

  • Arı, E. (2010). The difficulties in learning the subject of probability and statistics in maths lessons 6th, 7th and 8th grades in primary school and suggestions on solution [Unpublished master dissertation]. Afyon Kocatepe University.
  • Arnold, P. (2013). Statistical investigative questions; An enquiry into posing and answering investigative questions from existing data [Unpublished doctoral dissertation]. The University of Auckland.
  • Arnold, P. & Pfannkuch, M. (2018), Critiquing Investigative Questions, in Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10, July 2018), Kyoto, Japan, eds. M. A. Sorto, A. White, and L. Guyot, Voorburg, The Netherlands: International Statistical Institute.
  • Arnold, P. & Franklin, C. (2021). What Makes a Good Statistical Question? Journal of Statistics and Data Science Education, 29(1), 122-130. https://doi.org/10.1080/26939169.2021.1877582.
  • Ball, D. L. & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice, (pp. 3-32). Jossey Bass.
  • Ball, D. L., Hill, H. C. & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14-17.
  • Ball, D. L., Thames, M. H. & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554.
  • Bargagliotti, A., Franklin, C., Arnold, P., Gould, R., Johnson, S., Perez, L., & Spangler, D. (2020). Pre-K-12 Guidelines for assessment and instruction in statistics education (GAISE) report II. American Statistical Association.
  • Ben-Zvi, D. (2011). Statistical reasoning learning environment. Revista de Educação Matemática e TecnológicaIberoamericana, 2, 1-13.
  • Burgess, T. (2002). Investigating the “data sense” of pre-service teachers., In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics. Cape Town, South Africa: 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 doctoral dissertation]. Massey University.
  • Burgess, T. A. (2011). Teacher knowledge of and for statistical investigations. In Batanero, C., Burrill, G. & Reading, C. (Eds.), Teaching statistics in school mathematics—Challenges for teaching and teacher education, (pp. 259–270). Springer.
  • Chassels, C. & Melville W. (2009). Collaborative, Reflective and Iterative Japanese Lesson Study in an Initial Teacher Education Program: Benefits and Challenges. Canadian Journal of Education, 32(4), 734-763.
  • Cobb, P. & McClain, K. (2004). Principles of Instructional design for supporting the development of students’ statistical reasoning. In D. Ben-Zvi & J. Garfield, (Eds.) The challenge of developing statistical literacy, reasoning and thinking, (pp.375-396). Kluwer.
  • Creswell, J. W., Hanson, W. E., Clark, V. L. P. & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35, 236-264. https://doi.org/10.1177/0011000006287390.
  • Desimone, L. (2009). Improving impact studies of teachers’ professional development: toward beter conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140.
  • Dudley, P. (2014). Lesson study: A handbook. Retrieved from http://lessonstudy.co.uk/wpcontent/uploads/2012/03/new-handbook-revisedMay14.pdf.
  • Elmore, R. F. & Burney, D. (1999). Investigating in teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice, (pp. 263– 291), Jossey-Bass.
  • Fernandez, M. L. & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education, In L. C., Hart., A. Alston, & A. Murata, (Eds.), Lesson study research and practice in mathematics education, (pp. 85-102). Springer.
  • Franklin, C., Kader, G., Mewborn, D., Moreno, J., Peck, R., Perry, M., et al. (2007). Guidelines for assessment and instruction in statistics education (GAISE) report: A Pre-K–12 curriculum framework. American Statistical Association.
  • Franklin, C. A., Bargagliotti, A. E., Case, C. A., Kader, G.D., Scheaffer, R.L., & Spangler, D. A. (2015). Statistical education of teachers (SET). American Statistical Association
  • Fullan, M. G. (1991). The New Meaning of Educational Change. Cassell Educational Limited Wellington House.
  • 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. Paul Chapman Publishing.
  • Heaton, R. M. & Mickelson, W. T. (2002). The learning and teaching of statistical investigation in teaching and teacher education. Journal of Mathematics Teacher Education, 5(1), 35-59. https://doi.org/10.1023/A:1013886730487.
  • Henriques, A, & Ponte J. P. (2014). Preparing teachers to teach statistics: Developing Professional knowledge and practice.In K. Makar, B. de Sousa, & R. Gould (Ed.), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA. Voorburg, The Netherlands: International Statistical Institute.
  • 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.
  • Hiebert, J., Morris, A. K., Berke, D. & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47–61. https://doi.org/10.1177/0022487106295726.
  • Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L. & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430-511. https://doi.org/10.1080/07370000802177235.
  • Konold, C. & Higgins, T. L. (2003). Reasoning about data. In J. Kilpatrick, W. G. Martin & D. Schifter (Eds.), A research companion to Principles and Standards for School Mathematics, (pp.193-215). National Council of Teachers of Mathematics.
  • Knapp, A., Bomer, M., & Moore, C. (2011). Lesson study as a learning environment for coaches of mathematics teachers. In L. C. Hart, A. Alston, & A. Murata, (Eds.), Lesson study research and practice in mathematics education: Learning together, (pp. 153–164). Springer.
  • Kyles, C. R. & Olafson, L. (2008). Uncovering preservice teachers' beliefs about diversity through reflective writing. Urban Education, 43(5), 500–518. https://doi.org/10.1177/0042085907304963.
  • Leavy, A. (2015). Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, 27, 283–309. http://dx.doi.org/10.1007/s13394-014-0138-3.
  • Lewis, C.C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change, Research for Better School, PA.
  • MacGillivray, H. & Pereira-Mendoza, L. (2011). Teaching statistical thinking through investigative projects. In C., Batanero, G. Burrill, & C. Reading, (Eds.), Teaching statistics in school mathematics-challenges for teaching and teacher education: A Joint ICMI/IASE Study, (pp. 109−120). Springer.
  • Makar K. & Fielding-Wells J. (2011). Teaching Teachers to Teach Statistical Investigations. In C. Batanero, G., Burrill & C. Reading (Eds.) Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, (pp. 347-358). Springer.
  • Matthews, M., Hlas, C. S. & Finken, T. M. (2009). Using lesson study and four-column lesson planning with preservice teachers: Lessons from lessons. Mathematics Teacher, 102(7), 504-509. https://doi.org/10.5951/MT.102.7.0504.
  • Monteiro, C. & Ainley, J. (2007). Investigating the interpretation of media graphs among student teachers. International Electronic Journal of Mathematics Education, 2(3), 188–207. https://doi.org/10.29333/iejme/183.
  • 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]. MEB.
  • Pfannkuch, M., & Horring, J. (2005). Developing statistical thinking in a secondary school: A collaborative curriculum development. In G. Burrill & M. Camden (Eds.), Curricular development in statistics education: International Association for Statistical Education, International Statistical Institute, (pp. 204–218). Netherlands.
  • 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). Kluwer Academic Publishers.
  • Punchner, L. & Taylor, A. (2006). Lesson study, collaboration and teacher efficacy: Stories from two school based mat lesson study groups. Teaching and Teacher education, 22(7), 922-934. https://doi.org/10.1016/j.tate.2006.04.011.
  • Putnam, R. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. https://doi.org/10.3102/0013189X029001004.
  • Quintas, S., TomásFerreira, R. & Oliveira, H. (2014). Attending to students’ thinking on bivariate statistical data at secondary level: Two teachers’ pedagogical content knowledge. In K., B de Sousa, & R. Gould (Ed.), Sustainability in statistics education. Proceedings of the 9th International Conference on Teaching Statistics (ICOTS9). Flagstaff,Arizona, USA: Voorbung, The Netherlands: International Statistics Institute.
  • Ricks, T. (2011). Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers. Journal of Mathematics Education, 14(4), 251-267. http://dx.doi.org/10.1007/s10857-010-9155-7.
  • Rouan, O. (2002). Secondary school math teachers’ conceptions of the statistical graphics’ functions, reading and interpretation. In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics. Cape Town, South Africa: International Association for Statistics Education.
  • Rubick, A. (2000). The statistical thinking of twelve Year 7 and Year 8 students [Unpublished master dissertation], The University of Auckland.
  • Russell, S. J. (2006). What does it mean that “5 has a lot”? From the world to data and back. In G. F. Burrill & P. C. Elliot (Eds.), Thinking and reasoning with data and chance, (pp. 17-29). VA.
  • Russell, S. J., Schifter, D. & Bastable, V. (2002). Developing mathematical ideas: Working with data. NJ.
  • Saito, E., Harun, I., Kuboki, I., & Tachibana, H. (2006). Indonesian lesson study in practice: Case study of Indonesian mathematics and science teacher education project. Journal of In-service Education, 32(2), 171–184. https://doi.org/10.1080/13674580600650872.
  • Scheaffer, R. L. (2006). Statistics and mathematics: On making a happy marriage. In G. Burrill, (Ed.) NCTM 2006 Yearbook: Thinking and reasoning with data and chance, (pp. 309-321). NCTM.
  • Shaughnessy, M., J. (2007). Research on Statistic learning and Reasoning. In F. Lester, (Ed.) Second Handbook of Research on Mathematics Teaching and Learning, (pp. 957-1002). NCTM.
  • Shulman, L., S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14. https://doi.org/10.3102/0013189X015002004.
  • Sims, L. & Walsh, D. (2009). Lesson Study with pre-service teachers: Lessons from lessons. Teaching and Teacher Education, 25(5), 724-733. http://dx.doi.org/10.1016/j.tate.2008.10.005.
  • Sorto, M. A. (2004). Prospective middle school teachers’ knowledge about data analysis and its application to teaching [Unpublished doctoral dissertation]. Michigan State University.
  • Van de Walle, J. A., Karp, K. S. & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. Pearson Education.
  • Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571–576.
  • Wild, C. J.; Utts, J. M. & Horton, N. J. (2018). What is statistics? In D. Ben-Zvi, K. Makar & J. Garfield, (Eds.), International Handbook of Research in Statistics Education, (pp. 3-36). Springer.
  • 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.
  • Zawojewski, J., Chamberlin, M. T., Hjalmarson, M. A. & Lewis, C. (2008). Developing design studies in mathematics education Professional development. In A. E. Kelly, R. A. Lesh & J. Y. Baek (Eds.), Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching, (pp. 219-245). Routledge.

Pre-service Teachers’ Knowledge of Statistical Questions in the Context of Lesson Study

Year 2024, Volume: 32 Issue: 3, 408 - 419, 31.07.2024
https://doi.org/10.24106/kefdergi.1525332

Abstract

Purpose: This study aims to investigate the evolvement of pre-service teachers’ (PTs’) content and pedagogical content knowledge related to formulating statistical questions and its role in doing statistics through their participation in a lesson study.
Design/Methodology/Approach: A case study was employed, involving three PTs who participated in three lesson study sessions. Each group member implemented a lesson plan, initially in the university classroom and subsequently in a real classroom. The authors, the mentor teacher, and the group members observed the implementations and shared their insights. Data were collected through lesson plans, observations, and video recordings. The changes in PTs' knowledge were analyzed within the identified knowledge domains.
Findings: Initially the PTs did not have doing statistics starts with statistical questions, and these questions affect all phases of doing statistics. In task design, they omitted a problem statement guiding students to formulate a question and provided limited opportunities for students to contemplate problems leading to a statistical investigation. As the lesson study progressed, they began recognizing the significance of formulating a question. They became more attentive to students' prior knowledge and misconceptions.
Highlights: In the development of the PTs’ knowledge and skills about formulating questions, some activities they conducted throughout the lesson study cycles are thought to be effective. Although they gained awareness about formulating questions in doing statistics, challenges persisted even in the last lesson study cycle. From this perspective, extended studies are necessary to elucidate the evolution of teacher knowledge.

Supporting Institution

This work was supported by the Scientific and Technological Research Council of Turkey (TÜBİTAK) under grant 2211-A.

References

  • Arı, E. (2010). The difficulties in learning the subject of probability and statistics in maths lessons 6th, 7th and 8th grades in primary school and suggestions on solution [Unpublished master dissertation]. Afyon Kocatepe University.
  • Arnold, P. (2013). Statistical investigative questions; An enquiry into posing and answering investigative questions from existing data [Unpublished doctoral dissertation]. The University of Auckland.
  • Arnold, P. & Pfannkuch, M. (2018), Critiquing Investigative Questions, in Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10, July 2018), Kyoto, Japan, eds. M. A. Sorto, A. White, and L. Guyot, Voorburg, The Netherlands: International Statistical Institute.
  • Arnold, P. & Franklin, C. (2021). What Makes a Good Statistical Question? Journal of Statistics and Data Science Education, 29(1), 122-130. https://doi.org/10.1080/26939169.2021.1877582.
  • Ball, D. L. & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice, (pp. 3-32). Jossey Bass.
  • Ball, D. L., Hill, H. C. & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14-17.
  • Ball, D. L., Thames, M. H. & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554.
  • Bargagliotti, A., Franklin, C., Arnold, P., Gould, R., Johnson, S., Perez, L., & Spangler, D. (2020). Pre-K-12 Guidelines for assessment and instruction in statistics education (GAISE) report II. American Statistical Association.
  • Ben-Zvi, D. (2011). Statistical reasoning learning environment. Revista de Educação Matemática e TecnológicaIberoamericana, 2, 1-13.
  • Burgess, T. (2002). Investigating the “data sense” of pre-service teachers., In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics. Cape Town, South Africa: 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 doctoral dissertation]. Massey University.
  • Burgess, T. A. (2011). Teacher knowledge of and for statistical investigations. In Batanero, C., Burrill, G. & Reading, C. (Eds.), Teaching statistics in school mathematics—Challenges for teaching and teacher education, (pp. 259–270). Springer.
  • Chassels, C. & Melville W. (2009). Collaborative, Reflective and Iterative Japanese Lesson Study in an Initial Teacher Education Program: Benefits and Challenges. Canadian Journal of Education, 32(4), 734-763.
  • Cobb, P. & McClain, K. (2004). Principles of Instructional design for supporting the development of students’ statistical reasoning. In D. Ben-Zvi & J. Garfield, (Eds.) The challenge of developing statistical literacy, reasoning and thinking, (pp.375-396). Kluwer.
  • Creswell, J. W., Hanson, W. E., Clark, V. L. P. & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35, 236-264. https://doi.org/10.1177/0011000006287390.
  • Desimone, L. (2009). Improving impact studies of teachers’ professional development: toward beter conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140.
  • Dudley, P. (2014). Lesson study: A handbook. Retrieved from http://lessonstudy.co.uk/wpcontent/uploads/2012/03/new-handbook-revisedMay14.pdf.
  • Elmore, R. F. & Burney, D. (1999). Investigating in teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice, (pp. 263– 291), Jossey-Bass.
  • Fernandez, M. L. & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education, In L. C., Hart., A. Alston, & A. Murata, (Eds.), Lesson study research and practice in mathematics education, (pp. 85-102). Springer.
  • Franklin, C., Kader, G., Mewborn, D., Moreno, J., Peck, R., Perry, M., et al. (2007). Guidelines for assessment and instruction in statistics education (GAISE) report: A Pre-K–12 curriculum framework. American Statistical Association.
  • Franklin, C. A., Bargagliotti, A. E., Case, C. A., Kader, G.D., Scheaffer, R.L., & Spangler, D. A. (2015). Statistical education of teachers (SET). American Statistical Association
  • Fullan, M. G. (1991). The New Meaning of Educational Change. Cassell Educational Limited Wellington House.
  • 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. Paul Chapman Publishing.
  • Heaton, R. M. & Mickelson, W. T. (2002). The learning and teaching of statistical investigation in teaching and teacher education. Journal of Mathematics Teacher Education, 5(1), 35-59. https://doi.org/10.1023/A:1013886730487.
  • Henriques, A, & Ponte J. P. (2014). Preparing teachers to teach statistics: Developing Professional knowledge and practice.In K. Makar, B. de Sousa, & R. Gould (Ed.), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA. Voorburg, The Netherlands: International Statistical Institute.
  • 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.
  • Hiebert, J., Morris, A. K., Berke, D. & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47–61. https://doi.org/10.1177/0022487106295726.
  • Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L. & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430-511. https://doi.org/10.1080/07370000802177235.
  • Konold, C. & Higgins, T. L. (2003). Reasoning about data. In J. Kilpatrick, W. G. Martin & D. Schifter (Eds.), A research companion to Principles and Standards for School Mathematics, (pp.193-215). National Council of Teachers of Mathematics.
  • Knapp, A., Bomer, M., & Moore, C. (2011). Lesson study as a learning environment for coaches of mathematics teachers. In L. C. Hart, A. Alston, & A. Murata, (Eds.), Lesson study research and practice in mathematics education: Learning together, (pp. 153–164). Springer.
  • Kyles, C. R. & Olafson, L. (2008). Uncovering preservice teachers' beliefs about diversity through reflective writing. Urban Education, 43(5), 500–518. https://doi.org/10.1177/0042085907304963.
  • Leavy, A. (2015). Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, 27, 283–309. http://dx.doi.org/10.1007/s13394-014-0138-3.
  • Lewis, C.C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change, Research for Better School, PA.
  • MacGillivray, H. & Pereira-Mendoza, L. (2011). Teaching statistical thinking through investigative projects. In C., Batanero, G. Burrill, & C. Reading, (Eds.), Teaching statistics in school mathematics-challenges for teaching and teacher education: A Joint ICMI/IASE Study, (pp. 109−120). Springer.
  • Makar K. & Fielding-Wells J. (2011). Teaching Teachers to Teach Statistical Investigations. In C. Batanero, G., Burrill & C. Reading (Eds.) Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, (pp. 347-358). Springer.
  • Matthews, M., Hlas, C. S. & Finken, T. M. (2009). Using lesson study and four-column lesson planning with preservice teachers: Lessons from lessons. Mathematics Teacher, 102(7), 504-509. https://doi.org/10.5951/MT.102.7.0504.
  • Monteiro, C. & Ainley, J. (2007). Investigating the interpretation of media graphs among student teachers. International Electronic Journal of Mathematics Education, 2(3), 188–207. https://doi.org/10.29333/iejme/183.
  • 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]. MEB.
  • Pfannkuch, M., & Horring, J. (2005). Developing statistical thinking in a secondary school: A collaborative curriculum development. In G. Burrill & M. Camden (Eds.), Curricular development in statistics education: International Association for Statistical Education, International Statistical Institute, (pp. 204–218). Netherlands.
  • 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). Kluwer Academic Publishers.
  • Punchner, L. & Taylor, A. (2006). Lesson study, collaboration and teacher efficacy: Stories from two school based mat lesson study groups. Teaching and Teacher education, 22(7), 922-934. https://doi.org/10.1016/j.tate.2006.04.011.
  • Putnam, R. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. https://doi.org/10.3102/0013189X029001004.
  • Quintas, S., TomásFerreira, R. & Oliveira, H. (2014). Attending to students’ thinking on bivariate statistical data at secondary level: Two teachers’ pedagogical content knowledge. In K., B de Sousa, & R. Gould (Ed.), Sustainability in statistics education. Proceedings of the 9th International Conference on Teaching Statistics (ICOTS9). Flagstaff,Arizona, USA: Voorbung, The Netherlands: International Statistics Institute.
  • Ricks, T. (2011). Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers. Journal of Mathematics Education, 14(4), 251-267. http://dx.doi.org/10.1007/s10857-010-9155-7.
  • Rouan, O. (2002). Secondary school math teachers’ conceptions of the statistical graphics’ functions, reading and interpretation. In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics. Cape Town, South Africa: International Association for Statistics Education.
  • Rubick, A. (2000). The statistical thinking of twelve Year 7 and Year 8 students [Unpublished master dissertation], The University of Auckland.
  • Russell, S. J. (2006). What does it mean that “5 has a lot”? From the world to data and back. In G. F. Burrill & P. C. Elliot (Eds.), Thinking and reasoning with data and chance, (pp. 17-29). VA.
  • Russell, S. J., Schifter, D. & Bastable, V. (2002). Developing mathematical ideas: Working with data. NJ.
  • Saito, E., Harun, I., Kuboki, I., & Tachibana, H. (2006). Indonesian lesson study in practice: Case study of Indonesian mathematics and science teacher education project. Journal of In-service Education, 32(2), 171–184. https://doi.org/10.1080/13674580600650872.
  • Scheaffer, R. L. (2006). Statistics and mathematics: On making a happy marriage. In G. Burrill, (Ed.) NCTM 2006 Yearbook: Thinking and reasoning with data and chance, (pp. 309-321). NCTM.
  • Shaughnessy, M., J. (2007). Research on Statistic learning and Reasoning. In F. Lester, (Ed.) Second Handbook of Research on Mathematics Teaching and Learning, (pp. 957-1002). NCTM.
  • Shulman, L., S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14. https://doi.org/10.3102/0013189X015002004.
  • Sims, L. & Walsh, D. (2009). Lesson Study with pre-service teachers: Lessons from lessons. Teaching and Teacher Education, 25(5), 724-733. http://dx.doi.org/10.1016/j.tate.2008.10.005.
  • Sorto, M. A. (2004). Prospective middle school teachers’ knowledge about data analysis and its application to teaching [Unpublished doctoral dissertation]. Michigan State University.
  • Van de Walle, J. A., Karp, K. S. & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. Pearson Education.
  • Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571–576.
  • Wild, C. J.; Utts, J. M. & Horton, N. J. (2018). What is statistics? In D. Ben-Zvi, K. Makar & J. Garfield, (Eds.), International Handbook of Research in Statistics Education, (pp. 3-36). Springer.
  • 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.
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There are 60 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Research Article
Authors

Nadide Yilmaz This is me 0000-0003-1624-5902

İffet Elif Yetkin Özdemir 0000-0001-8784-0317

Publication Date July 31, 2024
Acceptance Date January 16, 2024
Published in Issue Year 2024 Volume: 32 Issue: 3

Cite

APA Yilmaz, N., & Yetkin Özdemir, İ. E. (2024). Pre-service Teachers’ Knowledge of Statistical Questions in the Context of Lesson Study. Kastamonu Education Journal, 32(3), 408-419. https://doi.org/10.24106/kefdergi.1525332

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