| This dissertation investigated preservice secondary mathematics teachers' preparation to teach probability and statistics, their confidence in their ability to teach probability and statistics to secondary students, and their understanding of selected probability and statistics concepts.;Five preservice secondary mathematics teachers from three universities were administered a written questionnaire on which they answered basic probability and statistics tasks. They were interviewed to get a better understanding of their mathematical and statistical thinking about the tasks. Case studies are presented for each participant. Each case study discusses the participant's preparation, confidence, and performance on the written questionnaire and interview. A cross-case analysis of the participants' responses as a group is also included.;The findings include the following. Participants took one or two courses in probability and statistics in college. The course or courses were theoretical in nature and some were calculus-based. Participants did not feel that they possessed a great knowledge of probability and statistics. The participants had difficulty understanding some of the terminology used in probability and statistics and did not readily understand concepts other than to perform computations. These concepts include the use of heuristics to find probabilities, determining sample spaces and calculating probabilities, computing and interpreting means, interpreting the margin of error and least squares regression, and constructing and interpreting statistical diagrams. Also the participants' pedagogical responses indicated that they would use a lecture approach in teaching. Some would emphasize procedures and others would use discussion and manipulatives to help students to understand probability and statistics concepts.;The study conducted by Fischbein and Schnarch (1997) investigated preservice secondary mathematics teachers' use of the representativeness and availability heuristics in an effort to determine how misconceptions changed with age. This study furthered the research of Fischbein and Schnarch by using in-depth interviews with the participants to probe the participants' thinking about why they answered tasks as they did. Also, Fischbein and Schnarch conducted their research in Israel, but this research provides similar information for American preservice secondary mathematics teachers. Based on the findings from this study suggestions for further developments and research have been presented. |
