ABSTRACT
Recent reform movement in mathematics education has witnessed an increasing emphasis on “Teaching for Understanding” (NCTM, 2000). Teaching for understanding involves teaching practices that are complex and demanding, especially when the subject of teaching is a set of advanced and sophisticated mathematical ideas. It requires that teachers not only have coherent understanding of these ideas, but also know how one might get to it, i.e., knowing ways of supporting students to reach these understanding (Thompson, 2002). However, research on statistics education has attended to neither teachers’ understanding of probability, nor their thinking on how to teach (Garfield & Ben-Zvi, 2003). Against this background, we undertook a teaching experiment with 8 high school statistics teachers in the format of a professional development workshop. The goal of this study was to develop a conceptual framework for understanding teachers’ conceptual and pedagogical understanding of probability.
