2G1-F5 A Model for Assessing Secondary School Mathematics Teachers' Professional Competencies by Examining their Statistical Knowledge for Teaching Variability-related Concepts

Abstract

Due to the inclusion of several topics about statistics in secondary school mathematics by recent curricular reforms in many countries, teachers now, more than ever, are required to fulfill the professional competencies relevant to helping students to develop statistical literacy. Such competencies are strongly related to teachers' subject matter knowledge, pedagogical content knowledge, and beliefs about teaching and learning of statistics. Based on the features of mathematics teachers' professional knowledge described by Ball, Thames & Phelps (2008), this article sets up a framework for statistical knowledge for teaching variability-related concepts, and proceeds to develop a set of indicators and a pen-and-paper instrument from it. Some features of the developed framework and the instrument derived from it are given.