When Do Mathematics Teachers Teach Statistics? A Study of the Enacted Curriculum in Grades 3–9

Source abstract

Statistics has become an increasingly prominent component of the intended mathematics curriculum, yet little is known about how much instructional time teachers devote to statistics or when that instruction occurs, particularly in the elementary and middle grades. Guided by the distinction between intended and enacted curricula, this study surveyed more than 500 Grades 3–9 mathematics teachers about their statistics instruction, professional learning, preparedness, and attitudes toward teaching statistics. Most teachers reported teaching statistics for 5–12 days per year, with instruction typically concentrated near the end of the school year. Overall, the amount of statistics instruction was approximately half of what might be expected based on the official curriculum. Teacher attitudes toward teaching statistics were associated with instructional time, whereas grade level, years of teaching experience, participation in professional development, and perceived preparedness were not. Statistics-specific professional learning was also relatively uncommon. Only 15% of teachers reported participating in statistics professional learning during the preceding two years, compared with 92% who participated in mathematics professional learning. The findings reveal a substantial gap between the intended and enacted statistics curriculum and suggest that teachers' attitudes may be an important correlate of statistics curriculum enactment.