Search results for: Hannigan Ailish

This study explored prospective secondary mathematics teachers’ conceptual understanding of statistics, attitudes towards statistics and the relationship between attitudes and conceptual understanding. The findings reveal that prospective mathematics teachers in this study had all taken modules in linear algebra and calculus at university and higher-level mathematics at secondary school. Despite being very mathematically able and confident, these self-selecting prospective mathematics teachers do no better in the assessment than the students from other disciplines. In addition, the results indicate generally positive attitudes but an acknowledgement that statistics is not a subject quickly learned by everyone and requires discipline to learn, but these positive attitudes are not strongly correlated with their conceptual understanding of statistics.