Statistical knowledge for teaching: Exploring it in the classroom

There is a significant amount of research on teacher knowledge for mathematics. In comparison, research on teacher knowledge for statistics is more scarce, especially research that has been conducted in the classroom and at the primary school level. This paper reports first on the methodology of such a study. The methodology included videotaping of a sequence of lessons that involved students in investigating multivariate data sets, followed up by audiotaped interviews with each teacher. These stimulated recall interviews were based on the viewing of edited episodes from the classroom videos. The video and audio data were analysed against a teacher knowledge framework that had been formulated in relation to categories of teacher knowledge and components of statistical thinking. The framework is validated as a useful way of examining the teacher knowledge that is needed and is used in teaching statistics through investigations.