id: 06125821
dt: j
an: 2013a.00755
au: Groth, Randall E.
ti: The role of writing prompts in a statistical knowledge for teaching course.
so: Math. Teach. Educ. 1, No. 1, 23-40 (2012).
py: 2012
pu: National Council of Teachers of Mathematics, Reston, VA
la: EN
cc: K49 B50 K79 D49 D69
ut: statistical knowledge for teaching; mathematical knowledge for teaching;
    SOLO taxonomy; writing prompts; formative assessment; subject matter
    knowledge; pedagogical content knowledge
ci: 
li: 
ab: Summary: Teachers of grades pre-K-8 are charged with the responsibility of
    developing children’s statistical thinking. Hence, strategies are
    needed to foster statistical knowledge for teaching (SKT). This report
    describes how writing prompts were used as an integral part of a
    semester-long undergraduate course focused on building SKT. Writing
    prompts were designed to help assess and develop the subject matter
    knowledge and pedagogical content knowledge of prospective teachers.
    The methods used to design the prompts are described. Responses to a
    sample prompt are provided to illustrate how the writing prompts served
    as tools for formative assessment. Pretests and posttests indicated
    that prospective teachers developed both SKT and knowledge of
    introductory college-level statistics during the course. It is
    suggested that teacher educators employ and refine the prompts in their
    own courses, as the method used for writing and assessing the prompts
    is applicable to a broad range of statistics and mathematics courses
    for teachers.
rv: