This paper is from Session 3C: The impact of technology on learning to teach statistics

which comes under Topic 3: Learning to teach statistics

Other papers under session 3C ... 3C2: Students’ understanding and reasoning about sample size and the law... 3C3: An attempt to reconcile teaching content, pedagogy, and software in... 3C4: High school teachers’ reasoning about data analysis in a dynamics...

(Wednesday 14th, 11:00-13:00)

A model for teacher knowledge as a basis for online courses for professional development of statistics teachers

Presenter

• Thomas Wassong (University of Paderborn, Germany)

Co-author

• Rolf Biehler (University of Paderborn, Germany)

Abstract

The paper will report from an ongoing project that develops online courses for the professional development of secondary statistics teachers. The design of the course is to based on an analysis of knowledge and competencies that teachers need in their professional practice. We aim at relating the general discussion on teacher competence to the specific needs that statistics teaching requires. Our paper starts with an analysis of theories of professional development of teachers and their knowledge elements. We will combine content knowledge, pedagogical content knowledge and knowledge for technology use and make this concrete for the knowledge of statistics teachers.

Other papers under session 3C ... 3C2: Students’ understanding and reasoning about sample size and the law... 3C3: An attempt to reconcile teaching content, pedagogy, and software in... 3C4: High school teachers’ reasoning about data analysis in a dynamics...