How Can Elementary Teachers' Noticing of Students' Statistical Variability Be Improved?

• In Event: Teacher Knowledge and Teacher Practice in Mathematics

Abstract

this study tried to identify strategies and tools to support elementary mathematics teachers to develop their ability to notice on children’s statistical variability and to investigate the ways in which they learn to notice. Using video clubs where teachers observe a video clip of children’s small group discussion activities on statistical variability, we investigated how the teachers’ discourse have changed in the process of their participation in video club meetings, with two perspectives: (1) depth of teachers’ conversation, and (2) depth of teachers’ reasoning on students’ development of variability.

Authors

• Chaereen Han, Seoul National University

• Hee-Jeong Kim, Hongik University, South Korea

• Oh Nam Kwon, Seoul National University