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dc.contributor.advisorTarr, James E.eng
dc.contributor.authorEngledowl, Christophereng
dc.date.issued2017eng
dc.date.submitted2017 Summereng
dc.description.abstractThis study examined middle and secondary mathematics teachers' knowledge structures, informal inferential reasoning (IIR), and pedagogical content knowledge (PCK) for statistics. Using task-based clinical interviews (Goldin, 1997) and cross-case analysis (Creswell, 2013), a stratified purposeful sample (Patton, 2002) of nine teachers responded to the Goals and Outcomes Associated with Learning Statistics (GOALS-2) instrument (Sabbag and Zieffler, 2015), released items from the Levels of Conceptual Understanding in Statistics (LOCUS) assessment (Jacobbe, 2016) and supplemental questions to assess PCK (Watson et al., 2008). Responses were used to construct maps of teachers' knowledge structures for measures of center, spread, and shape (Groth and Bergner, 2013) and knowledge structures were analyzed for common characteristics. Teachers' IIR was coded for the appropriateness of responses (Means and Voss, 1996) and key components of IIR (Makar and Rubin, 2009) were identified. To distinguish teachers' PCK level, descriptions of four hierarchical levels were used (Callingham and Watson, 2011) and knowledge structures were classified as desirable-connected, undesirable-connected, and undesirable-disconnected. Although teachers largely engaged in the inference and data components of IIR, they rarely referenced the uncertainty component. In general, teachers with more connected knowledge structures and fewer undesirable knowledge elements exhibited more acceptable forms of IIR and higher PCK levels. Within IIR contexts, teachers struggled to exhibit acceptable forms of IIR and demonstrated the lowest levels of PCK, but within non-IIR contexts, they exhibited acceptable reasoning more often as well as higher PCK levels. Implications for teacher education are discussed and recommendations for future research are offered.eng
dc.description.bibrefIncludes biblographical referenceseng
dc.format.extentxiv, 223 pages : illustrationeng
dc.identifier.urihttps://hdl.handle.net/10355/62300
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.subject.FASTMathematics -- Study and teaching (Middle school)eng
dc.subject.FASTMathematics -- Study and teaching (Secondary)eng
dc.titleSecondary mathematics teachers' informal inferential reasoning : the role of knowledge structures for measures of center, spread and shapeeng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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