Accounting for teachers' instructional realities when supporting their professional development in statistics.

Book: 
Proceedings of the Seventh International Conference On Teaching Statistics (ICOTS-7), Salvador, Brazil.
Authors: 
Cortina, J. L., Zhao, Q., & Visnovská, J.
Editors: 
Rossman, A., & Chance, B.
Type: 
Conference Paper
Category: 
Research
Year: 
2006
Publisher: 
Voorburg, The Netherlands: International Statistical Institute.
URL: 
http://www.stat.auckland.ac.nz/~iase/publications/17/2G2_CORT.pdf
Abstract: 

In this paper we analyze a design experiment aimed at supporting the professional development in statistics of twelve middle-school teachers in the United States. We explain how adopting a sociocultural framework allowed us to account for teachers' struggles to make sense of instructional practices in statistics that place students' reasoning at the center of instructional decision-making. We also account for how the adoption of the sociocultural framework allowed us to envision a viable way in which to better support the professional development of the participating 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