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dc.contributor.creatorLeavy, Aisling
dc.contributor.creatorSloane, Finbarr
dc.date.accessioned2019-04-08T11:38:39Z
dc.date.available2019-04-08T11:38:39Z
dc.date.issued2016
dc.identifier.citationAisling Leavy & Finbarr Sloane. ‘Prospective primary teachers understandings of graphicacy’ in Gabriele Kaiser (Ed.) Proceedings of the 13th International Congress on Mathematical Education (ICME-13) (Berlin: Springer Verlag, 2016).en_US
dc.identifier.isbn978-3-319-62597-3
dc.identifier.urihttp://hdl.handle.net/10395/2811
dc.descriptionProspective primary teachers understandings of graphicacy.en_US
dc.description.abstractThis paper reports on the statistical knowledge of 456 entry-level, prospective teachers relating to data representation. We report on the responses of participants to three items sourced from the OECD Programme for International Student Assessment (PISA) and the National Assessment of Educational Progress (NAEP). We discuss the implications for the teaching of statistics in classrooms and provide recommendations to improve the statistical experiences of future teachers, and in turn the children they will teach.en_US
dc.language.isoengen_US
dc.publisherSpringer Verlag [Germany]en_US
dc.rights.urihttps://www.springer.com/gp/book/9783319625966en_US
dc.subjectPrimary schoolen_US
dc.subjectTeachersen_US
dc.subjectUnderstandingen_US
dc.subjectGraphicacyen_US
dc.subjectTeachingen_US
dc.subjectMathematicsen_US
dc.subjectEducationen_US
dc.titleProspective primary teachers understandings of graphicacy (Pre-published version)en_US
dc.typeConference reporten_US
dc.type.supercollectionall_mic_researchen_US
dc.description.versionNoen_US


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