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Teachers’ Beliefs About Statistics Education

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Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education

Part of the book series: New ICMI Study Series ((NISS,volume 14))

Abstract

Beliefs have long been known to affect teaching and learning. In statistics education, little research has been conducted on the nature of teachers’ beliefs, despite the likely impact these beliefs have on teachers’ activities. This chapter first considers content-focused beliefs about statistics, its relationship with mathematics, and its place in the curriculum, before addressing beliefs associated with teaching and learning statistics. Influences on beliefs and the impact of beliefs on teaching are considered, and suggestions for further research are proposed.

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Author information

Authors and Affiliations

  1. Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC, Australia, 3010

    Robyn Pierce & Helen Chick

Authors
  1. Robyn Pierce
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  2. Helen Chick
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Corresponding author

Correspondence to Robyn Pierce .

Editor information

Editors and Affiliations

  1. Fac. Ciencias de la Educación, Universidad de Granada, Granada, 18071, Spain

    Carmen Batanero

  2. Dept. Counseling,, Educational Psychology &, Michigan State University, Erickson Hall 240, East Lansing, 48824, Michigan, USA

    Gail Burrill

  3. SiMERR National Centre, University of New England, Armidale, 2350, New South Wales, Australia

    Chris Reading

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Pierce, R., Chick, H. (2011). Teachers’ Beliefs About Statistics Education. In: Batanero, C., Burrill, G., Reading, C. (eds) Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. New ICMI Study Series, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1131-0_17

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