Jennifer Noll
GRADUATE TEACHING ASSISTANTS’ STATISTICAL CONTENT KNOWLEDGE OF SAMPLING
Portland State University
research investigating graduate teaching assistants tas knowledge fundamental statistics concepts sparse best yet many universities tas play substantial role teaching undergraduate statistics courses paper provides framework characterizing tas content knowledge sampling context endeavors raise new questions tas content knowledge potential impact teaching undergraduate statistics participants study sixtyeight tas 18 universities across united states tas demonstrated considerable knowledge theoretical probability distributions however experienced tensions attempting quantify expected statistical variability empirical sampling situation difficulty explaining conceptual ideas variability first published november 2011 statistics education research journal archives