Models of conceptualizing and measuring statistical knowledge for teaching: A critical review
Aslihan Batur Ozturk 1 * , Adnan Baki 2
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1 Department of Mathematics Education, Faculty of Education, Artvin Coruh University, Artvin, TÜRKİYE2 Department of Mathematics Education, Fatih Faculty of Education, Trabzon University, Trabzon, TÜRKİYE* Corresponding Author

Abstract

Since it has become necessary for each individual to be statistically literate, statistical education research has taken teachers’ competencies into its agenda. The knowledge needed to teach statistics differs from the knowledge needed to teach mathematics since statistics is different from mathematics. Teachers and researchers need to consider these differences and be aware of the challenges of statistics teaching. This article focuses on the nature of statistical knowledge for teaching (SKT). Models of conceptualizing and measuring SKT from research literature were reviewed critically. The strengths and weaknesses of models were discussed. The article concludes with some implications for teacher education and research.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Literature Review

PEDAGOGICAL RES, 2024, Volume 9, Issue 1, Article No: em0178

https://doi.org/10.29333/pr/14031

Publication date: 01 Jan 2024

Online publication date: 16 Dec 2023

Article Views: 393

Article Downloads: 325

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