Document Type

Article

Publication Date

2011

Publication Source

Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Abstract

This study examined a random stratified sample (n=62) of prospective teachers' work across eight institutions on three tasks that utilized dynamic statistical software. Our work was guided by considering how teachers may utilize their statistical knowledge and technological statistical knowledge to engage in cycles of investigation. Although teachers did not tend to take full advantage of dynamic linking capabilities, they utilized a large variety of graphical representations and often added statistical measures or other augmentations to graphs as part of their analysis.

Inclusive pages

268-275

ISBN/ISSN

978-0-615-54217-1

Document Version

Published Version

Comments

Permission documentation is on file.

Publisher

North American Chapter of the International Group for the Psychology of Mathematics Education

Peer Reviewed

yes

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