Open AccessJAPANESE AND THAI SENIOR HIGH SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF VARIABILITY
Author(s) -
Masami Isoda,
Somchai Chitmun,
Orlando González
Publication year - 2018
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.v17i2.166
Subject(s) - mathematics education , psychology , statistical analysis , school teachers , mathematics , statistics
In this article, the conceptions of variability held by samples of Japanese and Thai senior high school mathematics teachers were identified, based on the framework proposed by Shaughnessy (2007), using a comparative survey study. From contrasting the results of the two groups, relative tendencies of insufficient statistical knowledge for variability were found in both samples, such as a tendency of Japanese teachers to overgeneralize equiprobability, whereas Thai teachers tended to overgeneralize estimation. Based on these findings, the use of well-known tasks from the research literature for this comparative study seems useful to clarify the relative tendencies and insufficiencies in teacher knowledge and conceptions regarding variability held by both groups.First published November 2018 at Statistics Education Research Journal Archives