Explaining student achievement: the influence of teachers' pedagogical content knowledge in statistics

Callingham, Rosemary and Carmichael, Colin and Watson, Jane M. (2015) Explaining student achievement: the influence of teachers' pedagogical content knowledge in statistics. International Journal of Science and Mathematics Education, 14 (7). pp. 1-19. ISSN 1571-0068

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Statistics is an increasingly important component of the mathematics curriculum. StatSmart was a project intended to influence middle-years students’ learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in grade 5/6 to grade 9
undertook three tests, a pre-test, a post-test and a longitudinal retention test over a period of 2 years. Their teachers completed a survey that included items measuring
pedagogical content knowledge (PCK) for teaching statistics. Despite the development of valid instruments to measure both student and teacher content knowledge and
teachers’ PCK, linking teachers’ knowledge directly to students’ learning outcomes has proved elusive. Multilevel modelling of results from 789 students for whom there
were 3 completed tests and measures from their teachers indicated that students’ outcomes were influenced positively by their initial teacher’s PCK. Extended participation of teachers in the project also appeared to reduce negative effects of changing teachers.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Open Access College
Date Deposited: 03 May 2016 00:20
Last Modified: 17 May 2016 04:58
Uncontrolled Keywords: middle years; pedagogical content knowledge; statistics; student achievement
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Funding Details:
Identification Number or DOI: 10.1007/s10763-015-9653-2
URI: http://eprints.usq.edu.au/id/eprint/29052

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