2014 Volume 16 Issue 1 Pages 27-44
Despite the inclusion of several variability-related contents into the secondary school mathematics curriculum by recent reforms in many countries including Venezuela, studies on the professional competence to teach such contents held by mathematics teachers are lacking in the literature. In order to help close this research gap, a novel framework for statistical knowledge for teaching (SKT) is introduced, as well as a survey instrument developed on its basis, designed to assess the eight dimensions of professional competencies for teaching variability-related contents identified by this study: the six aspects of teachers’ professional knowledge comprising SKT, teachers’ conceptions of variability, and teachers’ beliefs about statistics teaching and learning. In this article, an analysis of the answers collected from 53 in-service secondary school mathematics teachers working at the metropolitan area of Caracas, Venezuela, is carried out, focusing on teachers’ common content knowledge, knowledge of content and curriculum, and conceptions of variability. Finally, some interesting findings, trends and implications yielded from the data analysis are discussed.