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Statistics is becoming increasingly important to all levels of citizenship, with an abundance of data available to inform decision-making. Nonetheless, the topic of Statistics establishes a different kind of thinking compared to other domains of Mathematics: It does not adopt a causal or a logical approach to quantify variation of data. The incorporation of probability and statistics as a significant part of ACARA (2010) curriculum has necessitated the importance of preparing pre-service teachers to teach the topic of statistics. This research study adopts the theoretical framework developed by Darling-Hammond (2006) that incorporates statistical content, child development, pre-service teachers' thinking and pedagogy. The research study investigates how pre-service teachers integrate content in statistics at stage 3, child development, pedagogy and pre-services teachers' thinking. The research aim is to analyse the interconnections that pre-servicer teachers draw between the key ideas of the statistical content at stage 3, child development, pre-service teachers' thinking and pedagogy. The findings of this research study will provide us with insights about: • pre-service teachers' understanding of key ideas in statistics at stage 3. • pre-service teachers' understanding of stage 3 students' cognitive processes involved in understanding statistics • pre-service teachers' pedagogical approaches in order to address students' difficulties • improving the professional development of pre-service teachers in teaching the topic of statistics at stage 3. |
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