id: 06649342
dt: j
an: 2016f.01174
au: Dunn, Peter K.; Marshman, Margaret; McDougall, Robert; Wiegand, Aaron
ti: Teachers and textbooks: on statistical definitions in senior secondary
mathematics.
so: J. Stat. Educ. 23, No. 3, 26 p., electronic only (2015).
py: 2015
pu: Taylor \& Francis, Abingdon, Oxfordshire; American Statistical Association
(ASA), Alexandria, VA
la: EN
cc: K14 D39 U24
ut: stochastics; statistics; mathematics curriculum; upper secondary;
relational understanding; educational research; subject content
knowledge; statistical concepts; professional development; teacher
education; textbook analyses
ci:
li: http://ww2.amstat.org/publications/jse/v23n3/dunn.pdf
ab: Summary: The new “Australian Senior Secondary Curriculum: Mathematics"
contains more statistics than the existing Australian Curricula. This
case study examines how a group of Queensland mathematics teachers
define the word “statistics" and five statistical terms from the new
curricula. These definitions are compared to those used in some
commonly-used Queensland mathematics textbooks and in the glossaries of
new “Australian Senior Secondary Curriculum: Mathematics". The
findings of this study suggest that many teachers do not have a good
understanding of statistical concepts and that they rely on procedural
definitions (instrumental understanding). This is reflected in the
presentation of statistics in Queensland senior secondary mathematics
textbooks. Definitions in the glossaries of the new curricula are
generally better but perhaps other simpler concepts could be introduced
first to develop relational understanding.
rv: