Improving teachers' reasoning about sampling variability: A cross institutional effort
Abstract
The research reported here uses common items to assess statistical reasoning of teachers enrolled in a graduate-level education course to evaluate their reasoning about sampling variability. In particular, we discuss key aspects of a purposeful course design aimed at improving teachers’ learning and teaching of statistics, and the resulting different ways of reasoning about sampling variability that teachers exhibited before and after the course.
Origin | Publisher files allowed on an open archive |
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