USING CLASSROOM VIDEO TO IDENTIFY DEVELOPMENT OF TEACHER KNOWLEDGE

摘要

Teacher knowledge for teaching statistics through investigations at the primary school level can be analyzed using a framework based on a combination of statistical thinking components and teacher knowledge. This paper focuses on the question of whether growth of teacher knowledge occurs through teaching, and if so, what types of teacher knowledge. In this research, classroom video and stimulated recall interviews with the teachers provided the main data, both of which were analyzed using the framework for teacher knowledge for teaching statistics. Growth in some categories of teacher knowledge was identified, but not for other categories. Implications for teacher education are discussed.