Informal statistical inference and pre-service primary school teachers: The development of their content knowledge and pedagogical content knowledge during a teacher college intervention
Résumé
Teachers who engage primary school students in informal statistical inference (ISI) need to have a good content knowledge (CK) and pedagogical content knowledge (PCK) of ISI themselves. However, little is known of how teacher college education for pre-service teachers can contribute to the development of their ISI CK and PCK-a shortcoming we attempt to address in this paper. A class of 21 pre-service primary school teachers participated in an intervention consisting of five lessons. Design research methodology guided the design of the intervention. The preliminary results indicate that most pre-service teachers seemed to be aware of the inferential nature of research questions and the uncertainty inherent to ISI, but not all of them understood the fundamental idea that if a properly selected sample is representative for the population it can be used for an inference. Lacking this understanding might hinder them in teaching ISI.
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