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dc.contributor.authorGroth, Randall E.
dc.date.accessioned2015-08-06T14:36:04Z
dc.date.available2015-08-06T14:36:04Z
dc.date.issued2009
dc.description.abstractThe 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.identifierdoi:10.13016/M2662B
dc.identifier.citationGroth, 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.issn0742-051X
dc.identifier.urihttp://hdl.handle.net/11603/136
dc.language.isoen_USen_US
dc.relation.isAvailableAtSalisbury UniversityEnglish
dc.subjectstatisticsen_US
dc.subjectteacher educationen_US
dc.subjectmeasures of central tendencyen_US
dc.titleCharacteristics of teachers' conversations about teaching mean, median, and modeen_US
dc.typeTexten_US


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