Teacher education of statistics from theory to practice

Abstract

Purpose To prepare pre-service mathematics teachers (PSMTs) in Egypt, learning statistics as a subject takes place at the faculty of science, apart from what is going on at the faculty of education. The Organization for Economic Co-operation and Development has highlighted this dilemma as follows; “Pre-service education in Egypt is characterized by a separation of theory from practice, in the belief that student teachers will put it into practice later in schools” (OECD, 2015, p. 120). The purpose of this paper is to propose a microteaching lesson study (MLS) model that bridges the gap between learning free content pedagogies and teaching statistics, consequently, enhances PSMTs’ pedagogical content knowledge. Design/methodology/approach The ethnographic approach has been employed, and hence, the national faculty policy guidelines have been revised through Grossman’s (1990) model. Moreover, a focus group of PSMTs’ opinions has been investigated to interpret the aforementioned situation and provide meaningful insights. Findings As a result, the MLS model rooted in constructivism theory has been introduced. Furthermore, supported discourse to enhance PSMTs’ pedagogical content knowledge (PCK) of teaching statistics is described. Originality/value The MLS model may help to change PSMTs’ perception concerning the gap between theory and practice. Meanwhile, it could be an endeavor to reform PSMTs’ initial views regarding what learning and teaching of statistics look like, through enhancing their PCK of teaching statistics. Furthermore, engaging them in such environments to be a part of the learning community and learn more from the experts is crucial.

Statistical Thinking at Early Primary School Levels: Curriculum Perspectives in Uae Textbooks

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Reasoning under uncertainty within the context of probability education: A case study of preservice mathematics teachers

“…Furthermore, fundamental broad statistical knowledge is not adequate for teachers to effectively teach probability (Batanero, Godino, & Roa, 2004). This situation appears obviously in the Egyptian context, wherein only about 9% of all subjects during the whole duration of the four-year mathematics teachers' preparation programme has been assigned to study statistics, including probability (Elbehary, 2020). Consequently, because of such limitedness and the specific characteristics of the probability subject that is not usually encountered in other mathematics areas (e.g., multifaceted view and the lack of reversibility), probability education incorporates distinct challenges for both teachers and students (Batanero et al, 2016).…”