Jane Watson|Erica Nathan
APPROACHING THE BORDERLANDS OF STATISTICS AND MATHEMATICS IN THE CLASSROOM: QUALITATIVE ANALYSIS ENGENDERING AN UNEXPECTED JOURNEY
University of Tasmania|University of Tasmania
capture aspects pedagogical content knowledge pck illuminated earlier written survey interview protocol used 40 middle school teachers scenarios intended elicit teachers understanding big ideas ability anticipate students answers intervention strategies classroom expected straightforward journey based teachers responses three contextbased scenarios regarding students answers questions instead surprised teachers responses revealed perceptions experiences teaching mathematics teaching statistics different led analysis pck tasks suggestion mathematics embedded tasks sometimes impediment teachers especially relation intervention strategies classroom x0d first published november 2010 statistics education research journal archives