The influence of statistical knowledge for teaching theory on the development of a statistics course for PreK-8 teachers JSM 2013 Randall Groth Salisbury.

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Presentation transcript:

The influence of statistical knowledge for teaching theory on the development of a statistics course for PreK-8 teachers JSM 2013 Randall Groth Salisbury University

Reference: Senge (1994) as cited on

Subject matter knowledge Pedagogical content knowledge Reference: Groth (2007)

Reference: Groth (2013a)

Reference: Groth (2012)

Initial offering of the course – evidence of development of SKT Participants in all sections took a test of SKT designed by the Learning Mathematics for Teaching Project: Initial offering of the course – SKT test results: On average, participants improved their SKT scores by 0.87 standard deviations (M = 0.87, SD = 0.53), t (79) = 14.71, p <.0001, 95% CI [.75,.99].

Subsequent offering of the course – evidence of SKT and subject matter knowledge development On the LMT test, the mean difference between pretest and posttest scores was significant (N = 22, M = 0.64, SD = 0.52), t (21) = 5.79, p <.0001, 95% CI [0.41, 0.87]. The CAOS test ( was also administered as a measure of subject matter knowledge development. The mean difference between CAOS pretest and posttest scores was significant (N = 21, M = 15, SD = 12.01), t (20) = 5.72, p <.0001, 95% CI [9.53, 20.47].

Reference: Groth & Bergner (2013)

References: Groth & Bergner (2013); Ron, Dreyfus, & Hershkowitz (2010)

Reference: Groth (2013b)

References Groth, R.E. (2007). Toward a conceptualization of statistical knowledge for teaching. Journal for Research in Mathematics Education, 38, Toward a conceptualization of statistical knowledge for teaching Groth, R.E. (2012). The role of writing prompts in a statistical knowledge for teaching course. Mathematics Teacher Educator, 1, The role of writing prompts in a statistical knowledge for teaching course Groth, R.E. (2013a). A day in the life of a statistical knowledge for teaching course. Teaching Statistics, 35(1), A day in the life of a statistical knowledge for teaching course Groth, R.E. (2013b). Characterizing key developmental understandings and pedagogically powerful ideas within a statistical knowledge for teaching framework. Mathematical Thinking and Learning, 15, Characterizing key developmental understandings and pedagogically powerful ideas within a statistical knowledge for teaching framework Groth, R.E., & Bergner, J.A. (2013). Mapping the structure of knowledge for teaching nominal categorical data analysis. Educational Studies in Mathematics, 83, Mapping the structure of knowledge for teaching nominal categorical data analysis

References Hill, H.C., Ball, D.L., & Schilling, S.G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, Ron, G., Dreyfus, T., & Hershkowitz, R. (2010). Partially correct constructs illuminate students’ inconsistent answers. Educational Studies in Mathematics, 75, 65–87. Senge, P. (1994). Senge, P. M. (Ed.). (1994). The fifth discipline fieldbook. New York: Doubleday. Silverman, J., & Thompson, P.W. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11, Simon, M. (2006). Key developmental understandings in mathematics: A direction for investigating and establishing learning goals. Mathematical Thinking and Learning, 8,

Contact Information Randall Groth Salisbury University Department of Education Specialties