Characteristics of teachers' conversations about teaching mean, median, and mode

dc.contributor.author	Groth, Randall E.
dc.date.accessioned	2015-08-06T14:36:04Z
dc.date.available	2015-08-06T14:36:04Z
dc.date.issued	2009
dc.description.abstract	The study analyzed a conversation among a group of teachers responsible for teaching the concepts of mean, median, and mode. After reading an article describing some specific student difficulties in learning the concepts, teachers were asked to discuss how the teaching of the concepts could be improved. Several claims pertinent to improving teaching practice were offered. Claims focused on the appropriate age at which to introduce statistical concepts, the influence of the state-prescribed curriculum on teaching practice, content-specific teaching strategies, and content-independent teaching strategies. Teachers’ claims were discussed in terms of points of departure and agreement with existing empirical research.	en_US
dc.identifier	doi:10.13016/M2662B
dc.identifier.citation	Groth, R.E. (2009). Characteristics of teachers' conversations about teaching mean, median, and mode. Teaching and Teacher Education, 25(5), 707-716.	en_US
dc.identifier.issn	0742-051X
dc.identifier.uri	http://hdl.handle.net/11603/136
dc.language.iso	en_US	en_US
dc.relation.isAvailableAt	Salisbury University	English
dc.subject	statistics	en_US
dc.subject	teacher education	en_US
dc.subject	measures of central tendency	en_US
dc.title	Characteristics of teachers' conversations about teaching mean, median, and mode	en_US
dc.type	Text	en_US

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