|Kay McClain (USA)||firstname.lastname@example.org|
The purpose of this paper is to provide an analysis that documents the
change in a cohort of middle-school teachers' understandings as they engaged
in activities aimed at improving their teaching of statistical data analysis.
The goal is to account for changes in the teachers' perceptions of what
it means to teach statistical data analysis effectively and how they develop
an understanding of the complexities involved. In a process similar to
Simon's (1997) Mathematics Teaching Cycle, the goal is to develop a conjectured
learning route for the teachers, engage the teachers in activities designed
to support that learning, and conduct ongoing analysis of this process
in order to test and refine the initial conjecture. The image that emerges
is one of a generative activity during which decisions about appropriate
next steps are based on ongoing analysis of the data. The iterative process
can then provide the means of supporting the teachers' developing understandings
of the content that they teach. In addition, it provides a continuous
improvement model to guide the collaborative work. The research then involves
analyzing this process to determine its effectiveness in supporting change,
thereby testing and refining the initial conjecture.
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McClain, K., Cobb, P., & Gravemeijer, K. (2000). Supporting students' ways of reasoning about data. In M. Burke & F. Curcio (Eds.), Learning mathematics for a new century, 174-187. Reston, VA: National Council of Teachers of Mathematics.
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