Open AccessCOLLABORATIVE PROFESSIONAL DEVELOPMENT FOR STATISTICS TEACHING: A CASE STUDY OF TWO MIDDLE-SCHOOL MATHEMATICS TEACHERS
Author(s) -
Leandro de Oliveira Souza,
Celi Espasandin Lopes,
Maxine Pfannkuch
Publication year - 2015
Publication title -
statistics education research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.538
H-Index - 14
ISSN - 1570-1824
DOI - 10.52041/serj.v14i1.271
Subject(s) - professional development , statistics education , faculty development , mathematics education , teacher education , curriculum , psychology , statistical analysis , pedagogy , statistics , mathematics
The recent introduction of statistics into the Brazilian curriculum has presented a multi-problematic situation for teacher professional development. Drawing on research in the areas of teacher development and statistical inquiry, we propose a Teacher Professional Development Cycle (TPDC) model. This paper focuses on two teachers who planned a lesson in collaboration with other teachers, implemented the lesson, and then reported on the implementation. Results indicate that the TPDC model has the potential to begin to upskill teachers with multi-dimensional development needs. TPDC provides an environment for helping teachers overcome their current beliefs and attitudes towards statistics and statistics teaching. The implications of our TPDC model for improving teachers’ practice in statistics are discussed. First published May 2015 at Statistics Education Research Journal Archives