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A PHENOMENOLOGICAL STUDY OF MATHEMATICS TEACHER EDUCATORS¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿ EXPERIENCES RELATED TO AND PERCEPTIONS OF STATISTICS

Hogue, Mark D.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1350062031

Abstract Details

2012, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
The purpose of this study was to determine the experiences related to and perceptions of statistics of mathematics teacher educators. Particularly, this study focused on the participants¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿ lived experience by training preservice K-8 teacher candidates in topics related to statistics in the mathematics methods course. Their perceptions and interpretations were organized according to key points, respective to each semi-structured question presented in the interview protocol. The participants for this study were three (3) mathematics teacher educators in the same state system of higher education in a northeastern state in the US. The mathematics teacher educators were interviewed individually for 60-90 minutes in a semi-structured format, discussing their experiences and perceptions of statistics related to their role as K-8 math methods professors. The design of the study was phenomenological (Giorgi, 1994; Moustakas, 1994). Each question contained in the interview protocol was broken into key points, capturing the essence(s) of their experiences. The key points and interpretations were reviewed with Richard Busi, a doctoral student in mathematics education, in an effort to triangulate the interpretative process (Denzin, 1978). The results obtained from Chapter IV indicate three major domains discussed by the participants, including preservice teacher preparation, conceptualizing the role of statistics, and allocation of time. This study also suggests that there are numerous factors related to the experiences and perceptions of mathematics teacher educators, which may promote a more thorough understanding of the challenges they face in light of preparing preservice teachers to teach mathematical and statistical notions.
Anne Reynolds, PhD (Committee Chair)
Jason Schenker, PhD (Committee Member)
Scott Courtney, PhD (Committee Member)
197 p.
Mathematics Education
statistics education; mathematics education; GAISE; mathematics reform; teacher education; phenomenology; pre-service; preservice; methods course; methods class

Recommended Citations

Citations

  • Hogue, M. D. (2012). A PHENOMENOLOGICAL STUDY OF MATHEMATICS TEACHER EDUCATORS¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿ EXPERIENCES RELATED TO AND PERCEPTIONS OF STATISTICS [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1350062031

    APA Style (7th edition)

  • Hogue, Mark. A PHENOMENOLOGICAL STUDY OF MATHEMATICS TEACHER EDUCATORS¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿ EXPERIENCES RELATED TO AND PERCEPTIONS OF STATISTICS. 2012. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1350062031.

    MLA Style (8th edition)

  • Hogue, Mark. "A PHENOMENOLOGICAL STUDY OF MATHEMATICS TEACHER EDUCATORS¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿ EXPERIENCES RELATED TO AND PERCEPTIONS OF STATISTICS." Doctoral dissertation, Kent State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1350062031

    Chicago Manual of Style (17th edition)

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© 2012, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.