Teacher knowledge and the teaching of statistics using a graphing calculator

Teaching statistics is often based on an approach focused on teaching theoretical aspects, disconnected from practical relevance and from interpretation of results, and where the use of technology lies behind its potential. In this context, it is important to analyze how the teachers’ knowledge is characterized and to identify aspects of this knowledge that mark the professional practice. The conclusions reached emphasize the impact of content knowledge and its influence on knowledge of content and teaching. Knowledge of curriculum is also relevant, as well as the way how it seems to prevent the development of other types of knowledge.

Abstract licence: CC BY-SA

A person counts once a day per paper. We keep no cookie and no address: a reader is a hash that changes every day. Any month under five reads shows no number.