Advisor

Jennifer Noll

Date of Award

Fall 10-5-2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.) in Mathematics Education

Department

Mathematics and Statistics

Physical Description

1 online resource (viii, 258 pages)

Subjects

Graduate teaching assistants -- Training of, Community college teachers -- Training of, Probabilities -- Study and teaching (Higher), Statistics -- Study and teaching (Higher)

DOI

10.15760/etd.5914

Abstract

In the last three decades, there has been a significant growth in the number of undergraduate students taking introductory statistics. As a result, there is a need by universities and community colleges to find well-qualified instructors and graduate teaching assistants to teach the growing number of statistics courses. Unfortunately, research has shown that even teachers of introductory statistics struggle with concepts they are employed to teach. The data presented in this research sheds light on the statistical knowledge of graduate teaching assistants (GTAs) and community college instructors (CCIs) in the realm of probability by analyzing their work on surveys and task-based interviews on the p-value. This research could be useful for informing professional development programs to better support present and future teachers of statistics.

Persistent Identifier

http://archives.pdx.edu/ds/psu/23143

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