Prospective math and science teachers were engaged in interpretation and analysis of testing data with the innovative statistical software Fathom™. Armed with a few basic statistical concepts, their ability to model complex issues was correlated with their personal engagement in the process and context at the forefront of the modelling activity.
CITATION STYLE
Makar, K., & Confrey, J. (2007). Moving the Context of Modelling to the Forefront: Preservice Teachers’ Investigations of Equity in Testing. In New ICMI Study Series (Vol. 10, pp. 485–490). Springer. https://doi.org/10.1007/978-0-387-29822-1_55
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