Variation talk: Articulating meaning in statistics

Little is known about the way that teachers articulate notions of variation in their own words. The study reported here was conducted with 17 prospective secondary math and science teachers enrolled in a preservice teacher education course which engaged them in statistical inquiry of testing data. This qualitative study examines how these preservice teachers articulated notions of variation as they compared two distributions. Although the teachers made use of tandard statistical language, they also expressed rich views of variation through nonstandard terminology. This paper details the statistical language used by the rospective teachers, categorizing both standard and nonstandard expressions. Their nonstandard language revealed strong relationships between expressions of variation and expressions of distribution. Implications and the benefits of nonstandard language in statistics are outlined.

Maintaining the change: Studying and supporting teaching for new learning

Teacher educators who advocate new learning approaches hope that their graduates will address the needs of digitally and globally sophisticated students. A critical, enquiry-based framework for teaching attempts to unravel many traditional assumptions about learning, assumptions which continue to shape preservice teachers’ practices even through early career years. Evidence in relation to effective take up of New Learning education approaches by graduates is sparse. This paper will explore how three teacher educators attempt to wrestle with ways New Learning frameworks can transform outmoded yet embedded views in beginning teachers. They ask: Can changed approaches be consolidated and mobilised against some of the adverse conditions that predominate in schools? And if this is possible, what support might be required for beginning teachers who are struggling to implement a change process

Changing student teachers' attitudes towards disability and inclusion

A total of 274 preservice teacher education students were surveyed at the beginning and end of a one-semester unit on Human Development and Education which combined formal instruction with structured fieldwork experiences. The latter included interviewing community members regarding their knowledge of Down syndrome and opinions on inclusive education, and writing an associated report. At the end of semester, not only had student teachers acquired more accurate knowledge of Down syndrome, together with more positive attitudes towards the inclusive education of children with Down syndrome, but their attitudes towards disability in general had also changed, and they reported greater ease when interacting with people with disabilities. The study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion. It also demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general.