This is a session of Topic 9: Technology in statistics education
(Thursday 17th, 13:45-15:15)
Supporting teachers’ use of new statistics technology in their classrooms and development of their technological-pedagogical content knowledge
This session focuses on supporting teachers in using technology for teaching. This aspect of professional teaching knowledge is named as technological-pedagogical content knowledge (TPCK/TPACK: Niess 2005, Mishra & Koehler 2006) or, with focus on statistics, Lee & Hollebrands (2008) coin the phrase technological-pedagogical statistical knowledge (TPSK). The support of teachers will be discussed in three different aspects: (1) as a part of pre-service teacher education, (2) in the context of a professional development of teachers and mentor teachers and (3) in designing supporting material for teachers.
The concrete aspects of professional knowledge that are needed by statistics teachers will be analyzed, e.g. affordances and obstacles of different digital media (applets, tools etc.) expected pitfalls and misconceptions of students using technology. Best-practice approaches for using technology in classroom will be presented as part of teacher education. Also the knowledge needed for the handling of each tool will be discussed (technological content knowledge (TCK)).
Conceptions of teaching teacher to teach statistics with technology will be discussed. What is the impact of different ways to teach TPCK? What are best-practice conceptions of pre-service teacher education or professional development courses? What supporting material for teachers to teach statistics with technology is needed and successful?
|Paper||Title||Presenter / Co-author(s)|
|9E1||Data and Chance with FATHOM — teaching material for implementing computer-based stochastic courses||Andreas Prömmel (Germany)|
|9E2||Designing technology-rich learning environments for secondary teachers to explore and prepare to teach statistics||Sandra Madden (United States)|
|9E3||How a curriculum may develop technological statistical knowledge: a case of teachers examining relationships among variables using Fathom||Hollylynne Stohl Lee (United States)|
Jennifer Nickell (United States)