Contributed Paper C149
Teacher knowledge for the teaching of statistical problem solving at school level
AuthorsEun-Sung Ko (Jeonju National University of Education, Korea)
Byungjoo Tak (Seoul National University, Korea)
Youngmyong Jee (Seoul National University, Korea)
PresenterEun-Sung Ko (Korea)
The importance of statistical problem solving instruction in school statistics has increased. School students need to experience statistical enquiry consisting of formulation of problems, data collection, data analysis, and interpretation of results. To teach it, teachers need more than knowledge that requires to select appropriate graphs, and to make and interpret the graphs. However, little research has been done on the teacher knowledge needed to teach statistical problem solving at school level. This study investigates what kind of teacher knowledge is needed to teach statistical problem solving at school level. For this, we start with the key issues at each stage of the statistical enquiry presented by Mackay & Oldford (2000) and Wild & Pfannkuch (1999) who investigated statisticians and project students majoring in statistics.