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The potential of a grounded theory approach to study teaching probability
Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.ORCID iD: 0000-0001-5765-3553
2014 (English)In: Proceedings of the NinthInternational Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA: Sustainability in statistics education / [ed] Makar, K., de Sousa, B., & Gould R., International statistical institute , 2014Conference paper, Published paper (Other academic)
Abstract [en]

An important part of teaching probability is teachers interacting with students about probability.Most of these interactions do not occur anywhere else but inside the classroom so that is where weshould research teacher knowledge for future development of teacher training and professionaldevelopment. To accomplish this I propose a research methodology founded on the theoreticalassumptions of symbolic interactionism combined with a grounded theory approach. The purposeof this paper is to outline such a research methodology that focuses on teaching as classroominteraction between teachers and students. The discussion aims to emphasize the possibilities bythis way of studying teachers’ knowledge for teaching probability and refine the methodologicalconstruct. Examples used are from lessons where two teachers work with unknown sample spacesand interact with students regarding chance, variation and the importance of sampling.

Place, publisher, year, edition, pages
International statistical institute , 2014.
National Category
Other Mathematics Pedagogy
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-51961OAI: oai:DiVA.org:lnu-51961DiVA: diva2:917601
Conference
9th International Conference on Teaching Statistics, ICOTS 9, 13-18 July, 2014, Flagstaff, USA
Available from: 2016-04-07 Created: 2016-04-07 Last updated: 2016-04-21Bibliographically approved

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CiteExportLink to record
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  • apa
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