The influence of statistical knowledge for teaching theory on

the development of a statistics course for PreK-8 teachers

JSM 2013Randall Groth

Salisbury University

Reference: Senge (1994) as cited on http://outreach.msu.edu/capablecommunities/research.asp

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: http://sitemaker.umich.edu/lmt/home

• 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 (https://apps3.cehd.umn.edu/artist/caos.html) 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)

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

Reference: Groth (2013b)

Reference: Groth (2013b)

ReferencesGroth, R.E. (2007). Toward a conceptualization of statistical knowledge

for teaching. Journal for Research in Mathematics Education, 38, 427-437.

Groth, R.E. (2012). The role of writing prompts in a statistical knowledge for teaching course. Mathematics Teacher Educator, 1, 23-40.

Groth, R.E. (2013a). A day in the life of a statistical knowledge for teaching course. Teaching Statistics, 35(1), 37-42.

Groth, R.E. (2013b). Characterizing key developmental understandings and pedagogically powerful ideas within a statistical knowledge for teaching framework. Mathematical Thinking and Learning, 15, 121-145.

Groth, R.E., & Bergner, J.A. (2013). Mapping the structure of knowledge for teaching nominal categorical data analysis. Educational Studies in Mathematics, 83, 247-265.

ReferencesHill, 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, 372-400.

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, 499-511.

Simon, M. (2006). Key developmental understandings in mathematics: A direction for investigating and establishing learning goals. Mathematical Thinking and Learning, 8, 359-371.

Contact Information

Randall GrothSalisbury UniversityDepartment of Education Specialtiesregroth@salisbury.edu