Development of A Prototype of Learning Activities for Promoting Pre-Service Mathematics Teachers’ Statistical Knowledge for Teaching
Article Sidebar
Main Article Content
Abstract
teachers who were in the fourth year of a mathematics teacher preparation program. The research instruments included a prototype of learning activities, a test for statistical knowledge for teaching, and reflective journals about the knowledge of pre-service teachers. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using content analysis.
The results of the study revealed that the prototype of learning activities for promoting statistical knowledge for teaching consisted of seven activities based on the following principles: 1) Incorporating activities that emphasize understanding, data interpretation, and application; 2) Using real situations that are interesting and suitable for the age group; 3) Employing activities that promote participatory learning; 4) Utilizing appropriate learning media or technology to teach statistics; 5) Encouraging activities that foster discussion and exchange of statistical ideas; and 6) Employing a variety of assessments to continuously monitor, improve, and assess learning, led to an increase in pre-service teachers' statistical knowledge for teaching. Their scores on statistical knowledge for teaching exceeded 80 percent. Moreover, the pre-service teachers expressed positive opinions about the prototype of learning activities. They realized that the prototype of learning activities helped them discover the goals of teaching statistics and guided them in designing learning activities that helped students achieve those goals. Through the use of technology in the prototype of learning activities, pre-service teachers were encouraged to include technology in teaching statistics. Additionally, the encouragement of group work and sharing of opinions in the prototype helped pre-service teachers better understand statistical content and appreciate the importance of data interpretation and application in statistics.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Office of the Council of Education. (2017). National Education Plan 2017-2036. Prigwan GraphicPress. [in Thai]
Vetcharit, A. (2013). Development of statistical Reasoning and comnecting mathematics to real life using instructional activities based on congnitively guided instruction and higher order questions for grade 6 student. Journal of Education Burapha University, 24(2), 15-33. [in Thai].
The Institute for the Promotion of Teaching Science and Technology. (2017). Mathematics curriculum Manual (Revised edition 2017). The Institute for the Promotion of Teaching Science and Technology. Ministry of Education. [in Thai]
Ball, D., Thames, M., Bass, H., Sleep, L., Lewis, J., & Phelps, G. (2009). A practice-based theory of mathematical knowledge for teaching. Paper presented at the Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education.
Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide. American Educator, 29(1), pp.14-17, 20-22, 43-46.
Burgess, T. A. (2011). Teacher knowledge of and for statistical investigations. In Teaching statistics in school mathematics-challenges for teaching and teacher education (pp. 259-270). Springer.
Cobb, G. W. and D. S. Moore. (1997). Mathematics, Statistics, and Teaching. The American Mathematical
Monthly, 104(9), 801-823.
Cobb, P., & McClain, K. (2004). Principles of instructional design for supporting the development of students’ statistical reasoning. In The challenge of developing statistical literacy, reasoning and thinking (pp. 375-395). Springer.
Franklin, C., Bargagliotti, A. E., Case, C. A., Kader, G. D., Scheaffer, R., & Spangler, D. (2015). The statistical education of teachers. American Statistical Association.
Franklin, C., Kader, G., Mewborn, D., Moreno, J., Peck, R., Perry, M., & Scheaffer, R. (2007). Guidelines for assessment and instruction in statistics education (GAISE) report. In: Alexandria, VA: American Statistical Association.
Garfield, J., & Ben-Zvi, D. (2008). Preparing school teachers to develop students’ statistical reasoning. Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education: A Joint ICMI/IASE Study: The 18th ICMI Study, 299-310.
Godino, J. D., Ortiz, J. J., Roa, R., & Wilhelmi, M. R. (2011). Models for statistical pedagogical knowledge. In Teaching statistics in school mathematics-challenges for teaching and teacher education (pp. 271-282), Springer.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education: Teachers College Press, Teachers College, Columbia University.
Groth, R. E. (2013). Characterizing key developmental understandings and pedagogically powerful ideas within a statistical knowledge for teaching framework. 15(2), 121-145.
Keawkham, P., & Onthanee, A. (2022). A Development of learning activities by cognitively guided instruction (CGI) to promote statistical literacy of grade 5 students. Journal of Buddhist Education and Research, 8(3), 64-73. [in Thai]
Kuankaew, P., & Nopparit, T. (2019, 06/28). Effect of using Flip Classroom and Case-based Learning for enhancing Statistical Thinking of Students in Higher Education. Journal of Humanities and Social Sciences University of Phayao, 3(1), 16-30. [in Thai]
Lateh, A. (2020). Using Project-Based Learning to Develop Learning Achievement in Statistics Course for Bachelor Students at Pattani Technical College. Rajamangala University of Technology Srivijaya Research Journal, 12(1), 49-60. [in Thai]
MacGillivray, H., & Pereira-Mendoza, L. (2011). Teaching statistical thinking through investigative projects. In Teaching statistics in school mathematics-challenges for teaching and teacher education (pp. 109-120): Springer.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics. [in Thai]
Odom, A. L., & Bell, C. V. (2017). Developing PK-12 Preservice Teachers' Skills for Understanding Data-Driven Instruction Through Inquiry Learning. Journal of Statistics Education, 25(1), 29-37. doi:10.1080/10691898.2017.1288557
Pierce, R., & Chick, H. (2011). Teachers’ beliefs about statistics education. In Teaching statistics in school mathematics-Challenges for teaching and teacher education (pp.151-162). Springer, Dordrecht.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Sorto, M. A. (2006). Identifying content knowledge for teaching statistics. Paper presented at the Working cooperatively in statistics education: Proceedings of the Seventh International Conference on Teaching Statistics, Salvador, Brazil.[CDROM]. Voorburg, The Netherlands: International Statistical Institute. http://www.stat.auckland.ac.nz/~iase/publications/17/C130. pdf
