Due to the increased role of statistics in current curriculum standards, there is at present a call for attention to secondary teachers' knowledge for teaching statistics in teacher education. This article reports the results of a study that answered this call by addressing mathematics teachers' knowledge for teaching graphing of bivariate…

The purpose of this study was to investigate teachers' subject matter knowledge relevant to the teaching of informal line of best fit. Task-based interviews were conducted with nineteen pre-service and in-service mathematics teachers. The results include descriptions and categorizations of teachers' conceptions, criteria for placement, accuracy of…

These proceedings are a written record of the research presented at the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in St. Louis, Missouri, November 14-17, 2019. This year's conference theme is "...against a new horizon." The papers comprise 67…

Amid the implementation of new curriculum standard regarding statistics and new recommendations for preservice secondary mathematics teachers (PSMTs) to teach statistics, there is a need to examine the current state of PSMTs' knowledge of the statistical content they will be expected to teach. This study reports on the statistical knowledge of 217…

These Proceedings are a written record of the research presented at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Greenville, South Carolina, November 15-18, 2018. The theme of the conference is "Looking Back, Looking Ahead: Celebrating 40…

Mathematics teacher education programs often need to respond to changing expectations and standards for K-12 curriculum and accreditation. New standards for high school mathematics in the United States include a strong emphasis in statistics. This article reports results from a mixed methods cross-institutional study examining the preparedness of…

This report describes a model for mapping cognitive structures related to content knowledge for teaching. The model consists of knowledge elements pertinent to teaching a content domain, the nature of the connections among them, and a means for representing the elements and connections visually. The model is illustrated through empirical data…

Undergraduate mathematics programs must prepare teachers for the challenges of teaching statistical thinking as advocated in standards documents and statistics education literature. This study investigates the statistical thinking of pre-service secondary mathematics teachers at the end of their undergraduate educations. Although all had completed…

In the evolving field of mathematics education, there is the need to maintain the relationship between what is presented in college level preparation courses and the skills required to teach mathematics in classrooms. This research examines the knowledge demands placed on 73 pre-service primary teachers as they use lesson study to plan and teach…

Recent calls have been made to enhance and extend the statistical experiences of K-12 students. However, to ensure that such goals are met, teachers also need to develop deep conceptual understanding and pedagogical content knowledge that are essential to statistical thinking and reasoning. In this regard, over the past two decades, leading…

The development of statistical literacy is fast becoming the focus of a large part of mathematics instruction at primary, secondary and tertiary levels. This broadening of the mathematics curriculum to encompass a focus on statistics makes considerable demands on teachers. Most mathematics teachers acknowledge the practical importance of…

Statistics courses for prospective teachers are being developed in response to recent K-12 curriculum recommendations. As these courses are developed, it is important to design accompanying assessments. This manuscript describes a strategy for assessing aspects of statistical knowledge for teaching. The strategy involves analyzing and responding…

Instructors of statistics who teach non-statistics majors possess varied academic backgrounds, and hence it is reasonable to expect variability in their content knowledge, and pedagogical approach. The aim of this study was to determine the specific course(s) that contributed mostly to instructors' understanding of statistics. Courses reported…

This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and…