This report compares the teacher knowledge of two early career primary school teachers (drawn from a study of four teachers) as it was needed in the classroom during the teaching of statistics through investigations. The study involved video recording a sequence of four or five lessons and audio recoding post-lesson stimulated recall interviews with the teachers. These interviews were based on the teacher viewing selected episodes from the lesson videos. The results showed marked differences in the teacher knowledge of the two teachers, as analysed against a framework developed from the mathematics teacher knowledge domain and the statistical thinking domain. The conclusions and implications drawn from the results are discussed in relation to both initial teacher education and professional development for teachers.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education