Moving the Context of Modelling to the Forefront: Preservice Teachers’ Investigations of Equity in Testing

New ICMI Study Series

Volumn 10, Issue , 2007, Pages 485-490

  Makar, Katie ^a   Confrey, Jere ^b  

^a UNIVERSITY OF QUEENSLAND   (Australia)

^b WASHINGTON UNIVERSITY   (United States)

Author keywords

Disadvantaged Student; Preservice Teacher; Prospective Teacher; Science Teacher; Statistical Concept

Indexed keywords

EID: 78951470776     PISSN: 13876872     EISSN: 22151745     Source Type: Book Series    
DOI: 10.1007/978-0-387-29822-1_55     Document Type: Chapter

References (4)

1. Confrey, J. & Makar, K. (2005). Critiquing and improving the use of data from high-stakes tests with the aid of dynamic statistics software. In C. Dede, J. Honan, & L. Peters (Eds.), Scaling up for success: Lessons from technology-based educational improvement (pp. 198-226). San Francisco: Jossey-Bass.
2. Confrey, J., Makar, K., & Kazak, S. (2004). Undertaking data analysis of student outcomes as professional development for teachers. Zentralblatt fur Didaktik der Mathematik (Interna-tional Reviews on Mathematics Education) 36(1), 32-40.
3. Finzer, W. (2001). Fathom! (vl . l 6) [Computer Software] Emeryville, CA: Key College Press.
4. Makar, K. & Confrey, J. (under review). Effect of problem structure on the use of distributions as statistical evidence. Statistics Education Research Journal.