Next steps in statistics education: identifying teacher professional development needs for teaching the data analysis component of primary level mathematics

Abstract

This study reveals the pedagogical decision making undertaken when designing instruction for primary level statistics. We report on the activity of five groups of preservice teachers when engaging in Lesson Study and identify the content and pedagogical content knowledge needed for teaching statistics. The research highlights the power of lesson study to reveal aspects of statistical reasoning that are drawn heavily upon in the teaching of statistics and identifies fundamental weaknesses in statistical understanding that may not be uncovered through standard methods of assessment. The paper concludes with suggestions for how we can better prepare teachers for implementing statistics curricula at the primary level.