Teaching Mathematics in Grades 6 − 12: Developing Research-Based Instructional Practices will provide prospective teachers mathematics in grades 6 − 12 with guidance on what to cover in secondary mathematics courses and how to cover those topics. The text is based on the premise that engaging prospective teachers in the study of students’ mathematical thinking is a powerful and under-utilized strategy for secondary teacher education. The six chapters in Part I of the text provides an induction to the field of mathematics education. The five chapters in Part II describe how students think about mathematical concepts. Borrowing an organizational strategy from the Common Core State Standards, standards documents of the National Council of Teachers of Mathematics, and standards documents of many states, each of chapters in this part is devoted to a specific mathematics content strand.

Developing Students’ Statistical and Probabilistic Thinking

Developing students’ statistical and probabilistic thinking

Statistics and probability are quickly rising to more prominent roles in school curricula. Once reserved primarily for college, they have now become integral parts of students’ studies in Grades K through 12 (Friel, 2008). Their rise to prominence began in earnest when Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) introduced a statistics and probability standard. The NCTM (2000) Principles and Standards for School Mathematics supplemented the Curriculum and Evaluation Standards with a data analysis and probability standard outlining suitable content for Grades pre-K through 2, 3 through 5, 6 through 8, and 9 through 12. Following the release of the NCTM standards, individual states built ...

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