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TEACHER KNOWLEDGE AND CONFIDENCE IN GRADE 8 AND 9 DATA
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@MISC{Nieuwoudt_teacherknowledge,
author = {Wessels Nieuwoudt and Helena Wessels and Hercules Nieuwoudt},
title = {TEACHER KNOWLEDGE AND CONFIDENCE IN GRADE 8 AND 9 DATA},
year = {}
}
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Abstract
This research reports on the profiling of teachers with regard to statistical knowledge, beliefs and confidence to inform the development of a professional development course for Grade 8 and 9 teachers. Poor TIMMS results and continuing disappointing mathematics results over the whole spectrum in South Africa necessitate more efficient professional development of in-service teachers. Watson’s profiling instrument (2001) was adapted and used to profile 90 mathematics teachers in Pretoria, South Africa. Although quite a number of these teachers attended professional development workshops and courses in statistics, they still teach traditionally, as opposed to a data driven approach using authentic data. Almost all teachers indicated high levels of confidence in teaching statistics but show low levels of statistical thinking when applying their knowledge in context. BACKGROUND Local context Statistics plays a more prominent role in mathematics curricula all over the world than a few years ago. In South Africa, as in many other countries, quite a number of mathematics teachers do not have a sound background in statistics (North & Scheiber, 2008; North & Zewotir, 2006;
Keyphrases
south africa teacher knowledge confidence grade mathematics teacher statistical thinking professional development workshop authentic data low level in-service teacher sound background north zewotir professional development course whole spectrum many country poor timms result prominent role data driven approach high level background local context statistic statistical knowledge efficient professional development disappointing mathematics result north scheiber
