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dc.contributor.authorHaines Brenna
dc.identifier.citationBrenna Haines (2015) Conceptualizing a Framework for Advanced Placement Statistics Teaching Knowledge, Journal of Statistics Education, 23:3, , DOI: 10.1080/10691898.2015.11889747
dc.descriptionClick on the DOI link below to access the article (may not be free).
dc.description.abstractThe purpose of this article is to sketch a conceptualization of a framework for Advanced Placement (AP) Statistics Teaching Knowledge. Recent research continues to problematize the lack of knowledge and preparation among secondary level statistics teachers. The College Board's AP Statistics course continues to grow and gain popularity, but is a challenge for most secondary teachers to teach because of the emphasis on conceptual understanding and problem solving. Therefore, examining the components of teaching knowledge required for the course is of high importance. Using existing statistics teaching knowledge guidelines, previous research findings, national standards and College Board content requirements, a teaching knowledge framework for AP Statistics is proposed that will appropriately focus the teaching of AP Statistics courses to better prepare teachers and minimize current deficiencies.
dc.publisherAmerican Statistical Association
dc.relation.ispartofseriesJournal of Statistics Education
dc.relation.ispartofseriesv 23, no. 3
dc.subjectAdvanced placement statistics
dc.subjectSecondary statistics education
dc.subjectStatistics content knowledge
dc.subjectStatistics pedagogical content knowledge
dc.titleConceptualizing a framework for advanced placement statistics teaching knowledge
dc.rights.holderCopyright 2015 by Brenna Haines, all rights reserved. This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the author and advance notification of the editor

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