The Development of Exemplary Statistics Teachers’ Professional Identities
Abstract
Statistics and probability represent about one-fifth of the standards in the widely-adopted Common Core State Standards for Mathematics (CCSSM). For many states, this represents an increased emphasis on statistical topics. This statistics and probability content will be taught by mathematics teachers who, by and large, have received little statistical training. In order to teach statistics in a way that is faithful to its position as a discipline distinct from mathematics (Moore & Cobb, 2000), teachers may need to change their beliefs, attitudes, values, and instructional practices related to mathematics and statistics. This study conceptualizes these changes as identity development. The identity framework used is informed by communities of practice (Lave & Wenger, 1991; Wenger, 1998) and the work of Gee (2000), among others. Beliefs, attitudes, values, and other affective constructs (Philipp, 2007) are included as components of identity in this conception. The primary research question addressed by this study is, ”What learning trajectories help to explain the identity of exemplary statistics teachers?” The focus on exemplary in-service statistics teachers – recommended for participation by experts in the field – represents a type of critical case sampling (Patton, 2002). Semi-structured interviews were conducted with participants. Data are being analyzed using inductive analysis (Hatch, 2002), and this presentation includes preliminary results.
