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This paper is from Session 2G: Socio-cultural aspects of learning Statistics

which comes under Topic 2: Statistics education at the school level             Full topic list

(Wednesday 5th, 11:00-12:30)

Accounting for teachers’ instructional realities when supporting their professional development in statistics

Presenter

• José Luis Cortina (Mexico)

Co-authors

• Qing Zhao
• Jana Visnovska

Abstract

In this paper we analyze a design experiment aimed at supporting the professional development in statistics of twelve middle-school teachers in the United States. We explain how adopting a sociocultural framework allowed us to account for teachers’ struggles to make sense of instructional practices in statistics that place students’ reasoning at the center of instructional decision-making. We also account for how the adoption of the sociocultural framework allowed us to envision a viable way in which to better support the professional development of the participating teachers.