Prospective primary teachers understandings of graphicacy (Pre-published version)

Abstract

This paper reports on the statistical knowledge of 456 entry-level, prospective teachers relating to data representation. We report on the responses of participants to three items sourced from the OECD Programme for International Student Assessment (PISA) and the National Assessment of Educational Progress (NAEP). We discuss the implications for the teaching of statistics in classrooms and provide recommendations to improve the statistical experiences of future teachers, and in turn the children they will teach.