Jennifer L. Green|Wendy Smith|April T. Kerby|Erin E. Blankenship|Kendra K. Schmid|Mary Alice Carlson
INTRODUCTORY STATISTICS: PREPARING IN-SERVICE MIDDLE-LEVEL MATHEMATICS TEACHERS FOR CLASSROOM RESEARCH
Montana State University|University of Nebraska–Lincoln|Winona State University|University of Nebraska–Lincoln|University of Nebraska Medical Center|Montana State University
study examined inservice middlelevel mathematics teachers used statistics classroom research using embedded singlecase design analyzed purposefully selected sample nine teachers classroom research papers identifying several themes within phase statistical problem solving process summarize teachers 1 planned studies collected data 2 analyzed data 3 interpreted results results illustrate varying ways teachers used statistics make databased decisions classrooms revealing teachers early development statistical thinking suggesting teachers required knowledge statistics multifaceted requiring pedagogical component statistical knowledge teaching profession findings important implications teacher educators best meet teachers professional needs first published november 2018 statistics education research journal archives