By Rachel Tremaine & Elizabeth Arnold (Colorado State University)
Abstract
Prospective secondary mathematics teachers (PSMTs) are among undergraduates enrolled in introductory statistics courses. Designing lessons in a way that is applicable to PSMTs’ foundational knowledge and pedagogical development is key in ensuring they are aptly prepared to teach K-12 statistics (Franklin et al., 2015). We have created instructional materials for use in these courses that highlight applications to teaching mathematics and in doing so expand opportunities for PSMTs to make connections between the statistics they are learning and the statistics they will be teaching. This poster describes the development of these materials and the types of connections they highlight. Data from interviews with PSMTs and other undergraduates enrolled in these courses, along with excerpts from written work, are presented to answer the research question: What is the nature of undergraduates’ experiences with connections between college-level statistics and teaching K-12 statistics? Further, we provide advice for creating similar applications to teaching.