Result **1** to **20** of **21** total

An investigation into the statistics education of preservice mathematics teachers in an Irish university. (English)

Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics. International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk; 978-3-319-23470-0/ebook). 327-328 (2016).

1

Using lesson study to support knowledge development in initial teacher education: insights from early number classrooms. (English)

Teach. Teach. Educ. 57, 161-175 (2016).

2

Crime scenes and mystery players! Using driving questions to support the development of statistical literacy. (English)

Teach. Stat. 38, No. 1, 29-35 (2016).

3

What do the stats tell us? Engaging elementary children in probabilistic reasoning based on data analysis. (English)

Teach. Stat. 38, No. 1, 8-15 (2016).

4

Budding architects: exploring the designs of pyramids and prisms. (English)

Aust. Prim. Math. Classr. 20, No. 3, 17-23 (2015).

5

Geometric growing patterns: what’s the rule? (English)

Aust. Prim. Math. Classr. 20, No. 4, 31-40 (2015).

6

What’s a real 2D shape? Designing appropriate geometric instruction. (English)

Aust. Prim. Math. Classr. 20, No. 1, 24-29 (2015).

7

Practical problems: using literature to teach statistics. (English)

Teach. Child. Math. 22, No. 5, 282-291 (2015).

8

Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. (English)

Math. Educ. Res. J. 27, No. 3, 283-309 (2015).

9

Motivating inquiry in statistics and probability in the primary classroom. (English)

Teach. Stat. 37, No. 2, 41-47 (2015).

10

Why is statistics perceived as difficult and can practice during training change perceptions? Insights from a prospective mathematics teacher. (English)

Teach. Math. Appl. 33, No. 4, 230-248 (2014).

11

If you’re doubting yourself then, what’s the fun in that? An exploration of why prospective secondary mathematics teachers perceive statistics as difficult. (English)

J. Stat. Educ. 21, No. 3, 26 p., electronic only (2013).

12

Early understanding of equality. (English)

Teach. Child. Math. 20, No. 4, 246-252 (2013).

13

An investigation of prospective secondary mathematics teachers’ conceptual knowledge of and attitudes towards statistics. (English)

J. Math. Teach. Educ. 16, No. 6, 427-449 (2013).

14

Teaching mathematical problem-solving from an emergent constructivist perspective: the experiences of Irish primary teachers. (English)

J. Math. Teach. Educ. 16, No. 4, 293-318 (2013).

15

Elementary and middle grade students’ constructions of typicality. (English)

J. Math. Behav. 30, No. 3, 235-254 (2011).

16

The challenge of preparing preservice teachers to teach informal inferential reasoning. (English)

Stat. Educ. Res. J. 9, No. 1, 46-67, electronic only (2010).

17

It’s a fird! can you compute a median of categorical data? (English)

Math. Teach. Middle Sch. 14, No. 6, 344-351 (2009).

18

Using data comparison to support a focus on distribution: Examining preservice teachers’ understandings of distribution when engaged in statistical inquiry. (English)

Stat. Educ. Res. J. 5, No. 2, 89-114 (2006).

19

Preservice teachers understanding of the mean: moving beyond the arithmetic average. (English)

J. Math. Teach. Educ. 9, No. 1, 53-90 (2006).

20

Result **1** to **20** of **21** total