Statistics Teaching in German Secondary High Scools
نویسنده
چکیده
INTRODUCTION In recent years, statistical reasoning (SR), statistical literacy (SL) and statistical thinking (ST) have been declared as the three overarching goals of modern statistics teaching (see for example, Ben-Zvi & Garfield, 2004). In many countries, e.g., in Germany, these goals involve a considerable change from teaching probability to teaching statistics. Hence, Garfield (2002) mentions that teaching statistics in regard to SR, SL or ST requires a change of statistics teachers’ instructional practice. However, the classroom practice of “conventional” statistics teachers is often unknown (Shaughnessy, 2007). In this report, the focus is on a research project involving a quantitative survey concerning the classroom practice of German statistics teachers based on the following questions:
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