Transcript The influence of statistical knowledge for teaching theory

The influence of statistical
knowledge for teaching theory on
the development of a statistics
course for PreK-8 teachers
JSM 2013
Randall Groth
Salisbury University
Reference: Senge (1994) as cited on
http://outreach.msu.edu/capablecommunities/research.asp
Subject matter
knowledge
Reference: Groth (2007)
Pedagogical content
knowledge
Reference:
Groth (2013a)
Reference: Groth
(2012)
Initial offering of the course – evidence
of development of SKT
• Participants in all sections took a test of SKT
designed by the Learning Mathematics for
Teaching Project:
http://sitemaker.umich.edu/lmt/home
• Initial offering of the course – SKT test results:
On average, participants improved their SKT
scores by 0.87 standard deviations (M = 0.87,
SD = 0.53), t (79) = 14.71, p < .0001, 95% CI
[.75, .99].
Subsequent offering of the course –
evidence of SKT and subject matter
knowledge development
• On the LMT test, the mean difference between
pretest and posttest scores was significant (N =
22, M = 0.64, SD = 0.52), t (21) = 5.79, p < .0001,
95% CI [0.41, 0.87].
• The CAOS test
(https://apps3.cehd.umn.edu/artist/caos.html)
was also administered as a measure of subject
matter knowledge development.
• The mean difference between CAOS pretest and
posttest scores was significant (N = 21, M = 15, SD
= 12.01), t (20) = 5.72, p < .0001, 95% CI [9.53,
20.47].
Reference:
Groth &
Bergner (2013)
References: Groth &
Bergner (2013); Ron,
Dreyfus, &
Hershkowitz (2010)
References: Groth &
Bergner (2013); Ron,
Dreyfus, &
Hershkowitz (2010)
Reference:
Groth
(2013b)
Reference: Groth
(2013b)
References
Groth, R.E. (2007). Toward a conceptualization of statistical knowledge
for teaching. Journal for Research in Mathematics Education, 38, 427437.
Groth, R.E. (2012). The role of writing prompts in a statistical
knowledge for teaching course. Mathematics Teacher Educator, 1, 2340.
Groth, R.E. (2013a). A day in the life of a statistical knowledge for
teaching course. Teaching Statistics, 35(1), 37-42.
Groth, R.E. (2013b). Characterizing key developmental understandings
and pedagogically powerful ideas within a statistical knowledge for
teaching framework. Mathematical Thinking and Learning, 15, 121145.
Groth, R.E., & Bergner, J.A. (2013). Mapping the structure of
knowledge for teaching nominal categorical data analysis. Educational
Studies in Mathematics, 83, 247-265.
References
Hill, H.C., Ball, D.L., & Schilling, S.G. (2008). Unpacking pedagogical content
knowledge: Conceptualizing and measuring teachers’ topic-specific
knowledge of students. Journal for Research in Mathematics Education, 39,
372-400.
Ron, G., Dreyfus, T., & Hershkowitz, R. (2010). Partially correct constructs
illuminate students’ inconsistent answers. Educational Studies in
Mathematics, 75, 65–87.
Senge, P. (1994). Senge, P. M. (Ed.). (1994). The fifth discipline fieldbook. New
York: Doubleday.
Silverman, J., & Thompson, P.W. (2008). Toward a framework for the
development of mathematical knowledge for teaching. Journal of
Mathematics Teacher Education, 11, 499-511.
Simon, M. (2006). Key developmental understandings in mathematics: A
direction for investigating and establishing learning goals. Mathematical
Thinking and Learning, 8, 359-371.
Contact Information
Randall Groth
Salisbury University
Department of Education Specialties
[email protected]