The Challenge of Preparing Preservice Teachers to Teach Informal Inferential Reasoning
Aisling M. Leavy
Mary Immaculate College
aisling.leavy@mic.ul.ie
ABSTRACT
There is growing recognition of the importance of developing young students’ informal inferential reasoning (IIR). This focus on informal inference in school statistics has implications for teacher education. This study reports on 26 preservice teachers utilizing Lesson Study to support a focus on the teaching of IIR in primary classrooms. Participants demonstrated proficiency reasoning about the elements fundamental to informal inferential reasoning but had difficulties developing pedagogical contexts to advance primary students’ informal inferential reasoning. Specifically, issues emerged relating to data type, an excessive focus on procedures, locating opportunities for IIR, and a lack of justification and evidence-based reading. Focusing on the lesson as the unit of analysis combined with classroom-based inquiry supported the development of statistical and pedagogical knowledge.
Keywords: Statistics education research; Teacher education; Teacher knowledge
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Statistics Education Research
Journal, 9(1), 46-67, http://www.stat.auckland.ac.nz/serj
Ó International
Association for Statistical Education (IASE/ISI), May, 2010
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Aisling M. Leavy
Department of Language and Mathematics Education
R124 Mary Immaculate College
South Circular Road
Limerick, Ireland
061 204 978