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Explaining student achievement: The influence of teachers' pedagogical content knowledge in statistics


Callingham, R and Carmichael, C and Watson, JM, Explaining student achievement: The influence of teachers' pedagogical content knowledge in statistics, International Journal of Science and Mathematics Education, 14 pp. 1339-1357. ISSN 1571-0068 (2015) [Refereed Article]

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© Ministry of Science and Technology, Taiwan 2015

DOI: doi:10.1007/s10763-015-9653-2


Statistics is an increasingly important component of the mathematics curriculum. StatSmart was a project intended to influence middle-years studentsí learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in grade 5/6 to grade 9 undertook three tests, a pre-test, a post-test and a longitudinal retention test over a period of 2 years. Their teachers completed a survey that included items measuring pedagogical content knowledge (PCK) for teaching statistics. Despite the development of valid instruments to measure both student and teacher content knowledge and teachersí PCK, linking teachersí knowledge directly to studentsí learning outcomes has proved elusive. Multilevel modelling of results from 789 students for whom there were 3 completed tests and measures from their teachers indicated that studentsí outcomes were influenced positively by their initial teacherís PCK. Extended participation of teachers in the project also appeared to reduce negative effects of changing teachers.

Item Details

Item Type:Refereed Article
Keywords:Middle years, pedagogical content knowledge, statistics, student achievement
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Watson, JM (Professor Jane Watson)
ID Code:102087
Year Published:2015
Funding Support:Australian Research Council (LP0669106)
Web of Science® Times Cited:6
Deposited By:Faculty of Education
Deposited On:2015-07-28
Last Modified:2017-12-18

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