DEVELOPING MATHEMATICS TEACHER EDUCATION STUDENTS’ STATISTICAL REASONING: CLASSROOM STATISTICAL PRACTICES AND A HYPOTHETICAL LEARNING TRAJECTORY

Date

2023-8-11

Author

Olgun, Beyza

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Future mathematics teachers need appropriate and valid training in order to be able to meet the needs of modern society. One of the aims of this study is to develop a hypothetical learning trajectory to support the development of statistical reasoning of mathematics teacher education students for key statistical ideas. A secondary aim is to examine the classroom statistical practices of mathematics teacher education students and to make adjustments to the instructional sequence accordingly. The design research methodology was used in the study. In the data collection process, the hypothetical learning trajectory and an instructional sequence applied by the researcher in a designed Statistical Reasoning Learning Environment. The participants were twelve mathematics teacher education students who continue their education in one of the known universities at Ankara. In the data analysis process, Krummheuer’s argumentation model was used by adopting an approach that supports collective learning. The proposed hypothetical learning trajectory provided mathematics teacher education students with the necessary knowledge and skills, enhancing their understanding and reasoning of statistical concepts. The results of the retrospective analysis include sixteen taken-as-shared ideas and six classroom statistical practices that mathematics teacher education students emerged as influential in the development of ideas of sampling, center, and inference during the teaching experiment. The findings support the conclusion that classroom statistical practices can be built sequentially or more than one practice in the same process. The results demonstrated that given the opportunity, mathematics teacher education students were capable of developing advanced comprehension and appropriate statistical reasoning

Subject Keywords

Classroom Statistical Practices, Statistical Reasoning Learning Environment, Key Statistical Ideas, Design Research, Hypothetical Learning Trajectories

URI

https://hdl.handle.net/11511/104844

Collections

Graduate School of Social Sciences, Thesis