TY - JOUR
T1 - Teachers' understandings of probability
AU - Liu, Yan
AU - Thompson, Patrick
N1 - Funding Information:
Research reported in this paper was supported by National Science Foundation Grant No. REC-9811879. Any conclusions or recommendations stated here are those of the authors and do not necessarily reflect official positions of NSF.
PY - 2007
Y1 - 2007
N2 - Probability is an important idea with a remarkably wide range of applications. However, psychological and instructional studies conducted in the last two decades have consistently documented poor understanding of probability among different populations across different settings. The purpose of this study is to develop a theoretical framework for describing teachers' understandings of probability. To this end, we conducted an 8-day seminar with eight high school statistics teachers in the summer of 2001. The data we collected include videotaped sessions and interviews, teachers' written work, and researchers' field notes. Our analysis of the data revealed that there was a complex mix of conceptions and understandings of probability, both within and across the teachers, which were situationally triggered, often incoherent when the teachers tried to reflect on them, and which did not support their attempts to develop coherent pedagogical strategies regarding probability and statistical inference.
AB - Probability is an important idea with a remarkably wide range of applications. However, psychological and instructional studies conducted in the last two decades have consistently documented poor understanding of probability among different populations across different settings. The purpose of this study is to develop a theoretical framework for describing teachers' understandings of probability. To this end, we conducted an 8-day seminar with eight high school statistics teachers in the summer of 2001. The data we collected include videotaped sessions and interviews, teachers' written work, and researchers' field notes. Our analysis of the data revealed that there was a complex mix of conceptions and understandings of probability, both within and across the teachers, which were situationally triggered, often incoherent when the teachers tried to reflect on them, and which did not support their attempts to develop coherent pedagogical strategies regarding probability and statistical inference.
UR - http://www.scopus.com/inward/record.url?scp=34547434071&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=34547434071&partnerID=8YFLogxK
U2 - 10.1080/07370000701301117
DO - 10.1080/07370000701301117
M3 - Article
AN - SCOPUS:34547434071
SN - 0737-0008
VL - 25
SP - 113
EP - 160
JO - Cognition and Instruction
JF - Cognition and Instruction
IS - 2-3
ER -