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What is Statistical Pedagogical Content Knowledge

Chapter 26
Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
The ways of making statistics comprehensible to and learned by others.
Published in Chapter:
Integrating Critical Pedagogy With Teaching Statistics for Social Justice
Basil Conway IV (Columbus State University, USA) and Kristin Lilly (Columbus State University, USA)
Copyright: © 2019 |Pages: 24
DOI: 10.4018/978-1-5225-7823-9.ch026
Abstract
The following chapter describes the creation and implementation of a “Content Underpinnings” course for graduate students in middle grades statistics that required students to complete a teaching for social justice lesson in a K-12 classroom. The content underpinnings course consisted of three major goals that promoted critical thought: critical race theory (CRT) and teaching for social justice (TSJ), statistical pedagogical content knowledge, and statistical content knowledge. A review of research related to each these goals is integrated with student implementation of a CRT/TSJ lesson, along with details on how this research guided the course creation and implementation. Implications and suggestions for including CRT and TSJ in mathematics are suggested as a tool to promote equity, access, and empowerment for democracy in teacher education.
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