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• W2186756571 abstract "This retrospective phenomenological study investigates activities and actions identified by secondary statistics teachers who exhibit robust understandings of variation as deepening their understandings of statistical variation. Framed by Mezirow’s transformation theory, analysis revealed learning factors that include interest in the field of statistics, motivation to encounter and resolve dilemmas, reflection on content, and opportunities to engage in learning and rational discourse. The extent to which these teachers seek and embrace learning opportunities may distinguish them from other teachers. This work contributes to understanding circumstances that may be conducive to developing deep understandings of statistical content. It also advances the use of retrospective methods within a theoretical frame for adult learning to investigate teacher learning. BACKGROUND The need for statistical literacy is clearly imperative in our increasingly data-filled, technological world. As suggested by work that connects teacher knowledge with student achievement (e.g., Hill, Rowan, & Ball, 2005), graduating statistically literate students requires statistically literate teachers. Expository literature documents views that many teachers lack appropriate knowledge and experiences to facilitate students’ development of statistical literacy (e.g., Ben-Zvi & Garfield, 2004). Current research suggests that while researchers are uncovering characteristics of experiences that result in teachers’ learning (e.g., Liu & Thompson, 2009), they are only beginning to reveal characteristics that lead to robust constructions of formal concepts. Current efforts can take years to produce insights to effect change in statistics teacher education. This retrospective study with teachers who have robust understandings offers a viable and timely means to uncover characteristics of experiences associated with learning. Given the centrality of variation to statistics and the role of variation in statistical thinking (Wild & Pfannkuch, 1999), this study focuses on characteristics of experiences that contributed to teachers’ construction of robust understandings of variation, which arguably provides insights into statistical learning in general. This study answers the question: For secondary AP Statistics teacher-leaders who exhibit robust understandings of variation, what are the activities and actions that contributed to their current understandings of variation as reflected in their perceptions and recollections?" @default.
• W2186756571 created "2016-06-24" @default.
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• W2186756571 date "2010-01-01" @default.
• W2186756571 modified "2023-09-27" @default.
• W2186756571 title "DEVELOPING ROBUST UNDERSTANDINGS OF VARIATION" @default.
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