TEACHERS’ KNOWLEDGE ABOUT INFORMAL LINE OF BEST FIT

Authors

  • STEPHANIE A. CASEY Eastern Michigan University
  • NICHOLAS H. WASSERMAN Columbia University

DOI:

https://doi.org/10.52041/serj.v14i1.267

Keywords:

Statistics education research, Statistical knowledge for teaching, Statistical association

Abstract

The purpose of this study was to investigate teachers’ subject matter knowledge relevant to the teaching of informal line of best fit. Task-based interviews were conducted with nineteen pre-service and in-service mathematics teachers. The results include descriptions and categorizations of teachers’ conceptions, criteria for placement, accuracy of placement, and interpretation of the informal line of best fit. Implications regarding teacher preparation for the teaching of this topic, including current status and recommendations for future preparation, are discussed.

First published May 2015 at Statistics Education Research Journal Archives

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Published

2015-05-29

Issue

Vol. 14 No. 1 (2015)

Section

Regular Articles