The development of exemplary Advanced Placement Statistics teachers
Abstract
This presentation reports results from a study of the development of exemplary Advanced Placement (AP) Statistics teachers. The motivation for this study is the increased statistical expectations for grades 6-12 mathematics teachers because of the widespread adoption of the Common Core State Standards. Studying how teachers overcame the challenges from the rising expectations associated with the AP Statistics program may lead to improved teacher preparation and professional development for statistics. The theoretical framework of identity used in this study was informed primarily by Gee (2000) and communities of practice (Lave & Wenger, 1991; Wenger, 1998). Data from 12 exemplary AP Statistics teachers were collected using semi-structured interviews and three surveys: the Survey of Attitudes Toward Statistics (SATS-36) (Schau, 2003), the Indiana Mathematics Belief Scales (IMBS) (Kloosterman & Stage, 1992), and the Epistemic Belief Inventory (Schraw, Bendixen, & Dunkle, 2002). The teachers in this study were primarily trained as mathematics teachers, and major factors that contributed to their development as statistics teachers are discussed.
