Towards measuring technological pedagogical content knowledge in statistics: middle school teachers using graphing calculators

Abstract

This paper discusses the process of designing and empirically testing measures of teachers’ technological pedagogical statistical knowledge (TPSK), addressing conference theme # 3 -- next steps in statistics education with respect to preparing teachers to implement new (usually, technology-rich) curricula. The authors conceptualize this knowledge in the broader context of technological pedagogical content knowledge and provide some specific examples of items applied to statistics. In creating measures to capture this complex construct, the authors drew upon literature of students’ (mis)conceptions, authentic teaching experiences, and alignment with statistical expectations for middle school teachers. Results from a pilot survey of middle school teachers suggest that some items have potential to uncover aspects of teachers’ (mis)con