Preservice elementary teachers' conceptual and procedural knowledge of mean, median, and mode

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dc.contributor.authorGroth, Randall E.
dc.contributor.authorBergner, Jennifer A.
dc.date.accessioned2015-08-06T15:12:33Z
dc.date.available2015-08-06T15:12:33Z
dc.date.issued2006
dc.description.abstractThe 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.en_US
dc.identifierdoi:10.13016/M2SW61
dc.identifier.citationGroth, R.E. & Bergner, J.A. (2006). Preservice elementary teachers' conceptual and procedural knowledge of mean, median, and mode. Mathematical Thinking and Learning, 8(1), 37-63.en_US
dc.identifier.issn1098-6065
dc.identifier.urihttp://hdl.handle.net/11603/139
dc.language.isoen_USen_US
dc.relation.isAvailableAtSalisbury UniversityEnglish
dc.subjectpreservice elementary school teachersen_US
dc.subjectmathematics teachingen_US
dc.titlePreservice elementary teachers' conceptual and procedural knowledge of mean, median, and modeen_US
dc.typeTexten_US

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