Browsing by Author "Bergner, Jennifer A."
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ItemMapping the structure of knowledge for teaching nominal categorical data analysis(2013) Groth, Randall E.; Bergner, Jennifer A.This report describes a model for mapping cognitive structures related to content knowledge for teaching. The model consists of knowledge elements pertinent to teaching a content domain, the nature of the connections among them, and a means for representing the elements and connections visually. The model is illustrated through empirical data generated as prospective teachers were in the process of developing knowledge for teaching nominal categorical data analysis. During a course focused on the development of statistical knowledge for teaching, the prospective teachers analyzed statistical problems, descriptions of children’s statistical thinking, and related classroom scenarios. Their analyses suggested various types of knowledge structures in development. In some cases, they constructed all knowledge elements targeted in the course. In many cases, however, their knowledge structures had missing, incompatible, and/or disconnected elements preventing them from carrying out recommendations for teaching elementary nominal categorical data analysis in an optimal manner. The report contributes to teacher education by drawing attention to prospective teachers’ learning needs, and it contributes to research on teachers’ cognition by providing a method for modeling their cognitive structures. ItemPreservice elementary teachers' conceptual and procedural knowledge of mean, median, and mode(2006) Groth, Randall E.; Bergner, Jennifer A.The paper describes aspects of the statistical content knowledge of 46 preservice elementary school teachers. The preservice teachers responded to a written item designed to assess their knowledge of mean, median, and mode. The data produced in response to the written item were examined in light of the Structure of the Observed Learning Outcome (SOLO) Taxonomy (Biggs & Collis, 1982, 1991) and Ma’s (1999) conception of Profound Understanding of Fundamental Mathematics (PUFM). Four levels of thinking in regard to comparing and contrasting mean, median, and mode are described. Several different categories of written definitions for each measure of central tendency are also described. Connections to previous statistical thinking literature are discussed, implications for teacher education are given, and directions for further research are suggested. ItemTeachers' perspectives on mathematics education research reports(2007) Groth, Randall E.; Bergner, Jennifer A.Practicing teachers’ perspectives on a set of mathematics education research reports are described. Data were gathered through e-mail messages, group discussions, and questionnaires. Teachers identified positive influences of research on practice aligned with some of the strands of proficient mathematics teaching identified by Kilpatrick, Swafford, and Findell (2001). Teachers also gave negative critiques of the ability of research to influence practice aligned with Kennedy’s (1997) discussion of historical factors underlying the gap between educational research and practice. The variety of perspectives documented provides some empirical ground for informing actions in the areas of teacher education and research.