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Measuring Levels of Statistical Pedagogical Content Knowledge


Callingham, R and Watson, J, Measuring Levels of Statistical Pedagogical Content Knowledge, Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, Springer, C Batanero, G Burrill, C Reading (ed), New York, pp. 283-298. ISBN 978-94-007-1130-3 (2011) [Research Book Chapter]

Copyright Statement

Copyright 2011 Springer Science+Business Media B.V.

DOI: doi:10.1007/978-94-007-1131-0


The introduction of statistics and probability into the school curriculum has raised awareness of the expectations on teachers who have to teach it. A review of the related field of mathematics education indicates that teachers need more than content knowledge. They must also respond to their students' statistical understandings in ways that move students' current understanding to higher levels. Efforts to measure such statistical pedagogical content knowledge are still in their infancy. Findings from a large-scale Australian study are reported to exemplify these efforts, and the implications for future research are discussed.

Item Details

Item Type:Research Book Chapter
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:Teacher and instructor development
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Watson, J (Professor Jane Watson)
ID Code:75503
Year Published:2011
Deposited By:Education
Deposited On:2012-02-01
Last Modified:2017-12-14
Downloads:7 View Download Statistics

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