Document Type
Article
Publication Date
5-2018
Abstract
Research-based guidelines for learning variation exist (e.g., Franklin et al., 2007; Garfield, delMas, & Chance, 2007), but little is known about how teachers plan to teach standard deviation, or how these plans align with recent recommendations. In this article, we survey lesson plans designed by inservice and preservice secondary mathematical teachers. We report on the accuracy, technology usage, and visual representations in the lesson plans. We consider how many elements are used, the level of conceptual development, and the mathematical nature. Findings support differences between preservice and master’s level students in education, as well as a tendency by in-service teachers to teach in alignment with prior learning experiences, despite professional development. Implications for teacher education and curricular development are offered.
Copyright Statement
This document was originally published in Statistics Education Research Journal by International Statistical Institute (ISI) and International Association for Statistics Education (IASE). Copyright restrictions may apply. https://iase-web.org/Publications.php?p=SERJ_issues
Publication Information
Huey, Maryann E.; Champion, Joe; Casey, Stephanie; and Wasserman, Nicholas H.. (2018). "Secondary Mathematics Teachers’ Planned Approaches For Teaching Standard Deviation". Statistics Education Research Journal, 17(1), 61-84.
Included in
Mathematics Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons