Contributed paper list

   (Tuesday 13th, 08:20-09:20)

Supporting shifts in teachers’ views and uses of problem context in teaching statistics


Jana Visnovska, Paul Cobb


Jana Visnovska (Australia)


We report on our 5-year collaboration with a group of teachers whose statistics instruction initially concerned producing graphs and calculations. Towards the end of the collaboration, the teachers routinely planned for statistical activities in which generation and analysis of data were driven by a need to gain insight in a specific problem at hand. We document the shifts in the teachers’ views of the role of problem context in statistical activities and the means of support.