School curricula are increasingly advocating for statistics to be taught through investigations. Although the importance of teacher knowledge is acknowledged, little is known about what types of teacher knowledge are needed for teaching statistics at the primary school level. In this paper, a framework is described that can account for teacher knowledge in relation to statistical thinking. This framework was applied in a study that was conducted in the classrooms of four second-year teachers, and was used to explore the teacher knowledge used in teaching statistics through investigations. As a consequence, descriptions of teacher knowledge are provided and give further understanding of what teacher knowledge is used in the classroom.
"TEACHER KNOWLEDGE AND STATISTICS: WHAT TYPES OF KNOWLEDGE ARE USED IN THE PRIMARY CLASSROOM?,"
The Mathematics Enthusiast: Vol. 6
, Article 2.
Available at: https://scholarworks.umt.edu/tme/vol6/iss1/2