New Standards Require Teaching More Statistics

Are Preservice Secondary Mathematics Teachers Ready

Bibliographic Data

ID4308273
AuthorsJennifer N Lovett (Middle Tennessee State University, Murfreesboro, USA, corresponding author), Hollylynne S Lee (0000-0002-7022-2018, North Carolina State University, Raleigh, USA)
Year2017
Volume68
Issue3
Pages299-311
Publication date2017-05-01
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487117697918
OpenAlexW2602022035
LanguageEN
Citations received1
References cited18

Mathematics teacher education programs often need to respond to changing expectations and standards for K-12 curriculum and accreditation. New standards for high school mathematics in the United States include a strong emphasis in statistics. This article reports results from a mixed methods cross-institutional study examining the preparedness of preservice secondary mathematics teachers to teach statistics and identifying factors and experiences that influence their preparedness. Our results suggest that the cohort of teachers entering secondary mathematics classrooms in 2015-2016 were not well prepared to teach statistics. Specific suggestions are given for how teacher education programs must rise to the challenge of preparing their graduates to teach statistics

Accreditation · Connected Mathematics · Curriculum · Descriptive statistics · Mathematics education · Medical education · Pedagogy · Political science · Preparedness · Reform mathematics · Statistics · Statistics education · Teacher education · Educational Assessment and Pedagogy · Mathematics · Mathematics Education and Teaching Techniques · Medicine · Psychology · Statistics Education and Methodologies

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