Contributed paper list

   (Thursday 17th, 15:45-17:15)   In session C14A

Preservice teachers’ awareness of variability


Edward Mooney, Dhimitraq Duni, Elisha VanMeenen, Cynthia Langrall


Edward Mooney (United States)


There have been changes in the recommended content for data analysis at the K–12 level in the U.S. with the publication of Common Core State Standards (2010) and Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A Pre-K–12 Curriculum Framework (2005). In particular, students need to understand the nature and sources of variability, which raises the question about how well teachers understand or recognize variability. The purpose of this study was to (a) examine the awareness of variability exhibited by mathematics education majors at the elementary (Grades K–5), middle (Grades 6–8) and secondary (Grades 9–12) levels and (b) to determine what that might imply about their preparation to teach data analysis. Results indicate that the preservice teachers had a limited awareness of variability even after instruction.