Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education

Chapter 9. Assessment of learning, for learning and as learning in statistics education: Joan Garfield and Christine Franklin.- Section 3.Teachers' beliefs, attitudes and knowledge: Carmen Batanero.- Chapter 10. Teachers' beliefs about statistics education: Robyn Pierce and Helen Chick.- Chapter 11. Teachers' attitudes towards statistics: Assumpta Estrada, Carmen Batanero, and Stephen Lancaster.- Chapter 12. Statistics teachers and classroom practices: Andreas Eichler.- Chapter 13. Teachers' graphical competence: M. Teresa González, M. Candelaria Espinel, and Janet Ainley.- Chapter 14. Teachers' understanding of averages: Tim Jacobbe and Carolina Carvalho.- Chapter 15. Teachers' understanding of variation: Ernesto Sánchez, Claudia Borim da Silva, and Cileda Coutinho.- Chapter 16. Teachers' knowledge of distribution: Chris Reading and Dan Canada.- Chapter 17. Students' and teachers' knowledge of sampling and inference: Anthony Harradine, Carmen Batanero, and Allan Rossman.- Chapter 18. Correlation and regression in the training of teachers: Joachim Engel and Peter Sedlmeier.- Chapter 19. Teacher knowledge of and for statistical investigations: Tim Burgess.- Chapter 20. Models for statistical pedagogical knowledge: Juan D. Godino, Juan J. Ortiz, Rafael Roa, and Miguel R. Wilhelmi.- Chapter 21. Measuring levels of statistical pedagogical content knowledge: Rosemary Callingham and Jane Watson.- Section 4. Challenges and experiences in teacher training: Carmen Batanero.- Chapter 22. Preparing teachers to meet the challenges of statistics education: João Pedro da Ponte.- Chapter 23. Developing statistical literacy in students and teachers: Jim Ridgway, James Nicholson, and Sean McCusker.- Chapter 24. Developing teachers' statistical thinking: Maxine Pfannkuch and Dani Ben-Zvi.- Chapter 25. Engaging teachers and students with real data: Benefits and challenges: Jennifer Hall.- Chapter 26. Teaching teachers to teach statisticalinvestigations: Katie Makar and Jill Fielding-Wells.- Chapter 27. Characterizing and developing teachers' knowledge for teaching statistics with technology: Hollylynne S. Lee and Karen F. Hollebrands.- Chapter 28. Preparing teachers through case analyses: Randall E. Groth and Xu Shihong.- Chapter 29. Distance education of statistics teachers: Maria Meletiou-Mavrotheris and Ana Serradó Bayés.- Chapter 30. The role of statistical offices and associations in supporting the teaching of statistics at school level: Delia North and Jackie Scheiber.- Overview: Challenges for teaching statistics in school mathematics, and preparing mathematics teachers: Carmen Batanero, Gail Burrill, and Chris Reading.- Subject index.

University of Wisconsin-Madison, and she served as President of the National Council of Teachers of Mathematics (NCTM) and as Director of the Mathematical Sciences Education Board. Her honors include the Presidential Award for Excellence in Teaching Mathematics and the Wisconsin Distinguished Educator Award.  She was elected a fellow of the American Statistical Association and was awarded an honorary doctorate degree from Rose-Hulman Institute of Technology. She directs the Institute for Advanced Study's International Seminar as well as the Secondary School Teachers Program component of the Park City Mathematics Institute and serves on numerous boards and committees in an advisory capacity. She is an instructor for Teachers Teaching with Technology and is a senior mathematics advisor to Texas Instruments Education Technology.  Burrill has written and edited many books and articles on teaching and learning statistics. She has spoken nationally and internationally on issues in teaching and learning mathematics, in particular in conjunction with the International Association for Statistical Education (IASE). She has served on numerous Program Committees, organized Roundtables, and was Editor of several volumes for IASE and the National Council of Teachers of Mathematics including the Sixty-eighth Yearbook on Thinking and Reasoning with Data and Chance.  Her research interests are statistics education, the use of technology in teaching secondary mathematics, and issues related to what it means to teach mathematics.

Dr Christine Reading Chris Reading is a Senior Lecturer in ICT Education in the School of Education at the University of New England where she delivers training to pre-service and in-service teachers. She has more than thirty five years experience in education within the secondary school, university and TAFE sectors and received an 2008 Award for Teaching Excellence from The Carrick Institute for Learning and Teaching in Higher Education. Her statistics education research focuses mainly on student reasoning, in particular reasoning about the concepts of variation and distribution. Chris actively contributes to the statistics education professional communities. She was Vice President of the International Association of Statistical Education (IASE) for six years and Assistant Editor of the Statistics Education Research Journal (SERJ) for five years. She is currently an Associate Editor of SERJ. Chris has attended the first six Statistical Reasoning, Thinking and Literacy International Research Forums and contributed to the planning of many of these forums, including hosting one forum in Australia. She has also been on the organising committees of a number of international conferences including, the ICMI/IASE Joint Study Conference in Mexico in 2008 and the International Conference on the Teaching of Statistics in Brazil in 2006, and then in Slovenia in 2010.