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

Article


Callingham, Rosemary, 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. https://doi.org/10.1007/s10763-015-9653-2
Article Title

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

ERA Journal ID20614
Article CategoryArticle
AuthorsCallingham, Rosemary (Author), Carmichael, Colin (Author) and Watson, Jane M. (Author)
Journal TitleInternational Journal of Science and Mathematics Education
Journal Citation14 (7), pp. 1-19
Number of Pages19
Year2015
Place of PublicationNetherlands
ISSN1571-0068
1573-1774
Digital Object Identifier (DOI)https://doi.org/10.1007/s10763-015-9653-2
Web Address (URL)http://link.springer.com/article/10.1007/s10763-015-9653-2
Abstract

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.

Keywordsmiddle years; pedagogical content knowledge; statistics; student achievement
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsUniversity of Tasmania
Charles Sturt University
Institution of OriginUniversity of Southern Queensland
Funding source
Australian Research Council (ARC)
Grant ID
LP0669106
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