Models of Conceptualizing and Measuring Statistical Knowledge for Teaching: A Critical Review

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  • Author(s): Aslihan Batur Ozturk (ORCID Aslihan Batur Ozturk (ORCID 0000-0002-4461-0615); Adnan Baki (ORCID Adnan Baki (ORCID 0000-0002-1331-053X)
  • Language:
    English
  • Source:
    Pedagogical Research. 2024 9(1).
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Information Analyses
    Reports - Descriptive
  • Additional Information
    • Availability:
      Modestum. 1 Windrush Road, DE65 5LB, Hilton, Derbyshire, UK. Tel: +44-783-473-4063; e-mail: [email protected]; Web site: https://www.pedagogicalresearch.com/
    • Peer Reviewed:
      Y
    • Source:
      15
    • Subject Terms:
      Statistics Education; Teaching Models; Pedagogical Content Knowledge; Teacher Education
    • ISSN:
      2468-1989
      2468-4929
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1415785