Prospective elementary and secondary school mathematics teachers’ statistical reasoning



This study investigated prospective elementary (PEMTs) and secondary (PSMTs) school mathematics teachers’ statistical reasoning. The study began with the adaptation of the Statistical Reasoning Assessment (Garfield, 2003) test. Then, the test was administered to 82 PEMTs and 91 PSMTs in a metropolitan city of Turkey. Results showed that both groups were equally successful in understanding independence, and understanding importance of large samples. However, results from selecting appropriate measures of center together with the misconceptions assessing the same subscales showed that both groups selected mode rather than mean as an appropriate average. This suggested their lack of attention to the categorical and interval/ratio variables while examining data. Similarly, both groups were successful in interpreting and computing probability; however, they had equiprobability bias, law of small numbers and representativeness misconceptions. The results imply a change in some questions in the Statistical Reasoning Assessment test and that teacher training programs should include statistics courses focusing on studying characteristics of samples.


Statistical reasoning, Prospective teachers, Statistics education, SRA.

Paper Details

Paper Details
Topic Mathematics Education
Pages 107 - 124
Issue IEJEE, Volume 7, Issue 2
Date of acceptance 01 March 2015
Read (times) 1334
Downloaded (times) 578

Author(s) Details


University of Iowa, United States


Boğaziçi University, Turkey


Boğaziçi University, Turkey


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