Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13559
Title: How Pre-Service Teachers Integrate Knowledge of Students' Difficulties in Understanding the Concept of the Arithmetic Mean into Their Pedagogy
Contributor(s): Prodromou, Theodosia  (author)orcid 
Publication Date: 2013
Handle Link: https://hdl.handle.net/1959.11/13559
Abstract: This research study investigates how pre-service teachers integrate statistical content, students' thinking, and pedagogy as they examine how 11- to 12-year olds develop mathematically. The findings provide insights into: a) how pre-service teachers identify some of the difficulties that students commonly have, and b) what pedagogical approaches pre-service teachers use to address students' difficulties and enhance students' learning. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in teaching statistics.
Publication Type: Conference Publication
Conference Details: MERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia, 7th - 11th July, 2013
Source of Publication: Mathematics Education: Yesterday, today and tomorrow. Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia, p. 546-553
Publisher: MERGA: Mathematics Education Research Group of Australasia Inc
Place of Publication: Melbourne, Australia
Field of Research (FOR): 130208 Mathematics and Numeracy Curriculum and Pedagogy
130299 Curriculum and Pedagogy not elsewhere classified
130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective (SEO): 930199 Learner and Learning not elsewhere classified
930102 Learner and Learning Processes
930201 Pedagogy
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
Other Links: http://www.merga.net.au/node/38?year=2013
http://www.merga.net.au/documents/Prodromou_MERGA36-2013.pdf
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