Explaining Student Achievement: the Influence of Teachers’ Pedagogical Content Knowledge in Statistics

Statistics is an increasingly important component of the mathematics curriculum. StatSmart was a project intended to influence middle-years students’ learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating stu...

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Bibliographic Details
Published in:International journal of science and mathematics education 2016-10, Vol.14 (7), p.1339-1357
Main Authors: Callingham, Rosemary, Carmichael, Colin, Watson, Jane M.
Format: Article
Language:English
Subjects:
Education
Faculty Development
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Knowledge Level
Learning
Mathematics Education
Mathematics Instruction
Measuring instruments
Memory
Middle School Students
Multilevel
Pedagogical Content Knowledge
Pedagogy
Pretests Posttests
Program Effectiveness
Quality
Science Education
Statistics
Students
Teacher Surveys
Teachers
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Summary:Statistics is an increasingly important component of the mathematics curriculum. StatSmart was a project intended to influence middle-years students’ learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in grade 5/6 to grade 9 undertook three tests, a pre-test, a post-test and a longitudinal retention test over a period of 2 years. Their teachers completed a survey that included items measuring pedagogical content knowledge (PCK) for teaching statistics. Despite the development of valid instruments to measure both student and teacher content knowledge and teachers’ PCK, linking teachers’ knowledge directly to students’ learning outcomes has proved elusive. Multilevel modelling of results from 789 students for whom there were 3 completed tests and measures from their teachers indicated that students’ outcomes were influenced positively by their initial teacher’s PCK. Extended participation of teachers in the project also appeared to reduce negative effects of changing teachers.
ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-015-9653-2