Contributed Paper C175
What is Statistics? Examining the Disciplinary Beliefs of Incoming Statistics TAs
AuthorsKelly Findley (United States)
Jennifer Kaplan (United States)
PresenterKelly Findley (United States)
Research has shown that teachers’ pedagogical decisions are deeply influenced by their own disciplinary conceptualizations and beliefs. As a dynamically evolving discipline, statistics evokes a wide range of perspectives, ranging from a rather applied, interdisciplinary approach to a deeply theoretical, mathematical understanding. We recognize that incoming statistics Teaching Assistants (TAs) enter their graduate programs with varied academic backgrounds and disciplinary experiences that likely influence their own approach to teaching statistics and uptake of department training. We investigate how statistics TAs’ previous experiences shape their incoming disciplinary and pedagogical beliefs for statistics. We share survey and interview findings from seven statistics TAs new to their graduate programs.