Exploring primary teachers’ notions of big ideas in statistics: insights from Maharashtra, India

Thesis

This study examines primary mathematics teachers’ understanding of the big ideas in statistics through a sequential explanatory mixed methods design in the state of Maharashtra, India. Adopting a pragmatic perspective, the study integrates quantitative and qualitative methods to gain a comprehensive view of teachers’ statistical knowledge and pedagogy. In the quantitative phase, a survey questionnaire was administered to 251 primary teachers across the state. The instrument assessed statistical content knowledge through five big ideas in statistics, framed within the statistical inquiry cycle. The mean score was 4.87 (SD = 2.08) out of 12, indicating overall low performance. No significant differences were found based on teaching experience, school type, or language of instruction. However, teachers with postgraduate qualifications scored slightly higher than those with only undergraduate degrees (p < 0.01). Teachers' confidence, measured on a Likert scale, did not correspond with their actual performance, suggesting limited awareness of knowledge gaps.

The qualitative phase involved semi-structured cognitive interviews focusing on teachers’ current classroom practices, their reasoning behind survey responses, and their pedagogical content knowledge (PCK) in statistics. Analysis showed that correct answers on the survey did not necessarily reflect deep conceptual understanding. Teachers’ knowledge was often context-bound; they performed better with familiar, context-specific tasks but struggled to transfer understanding to unfamiliar situations. In several cases, teachers’ reasoning resembled that of early learners of statistics, indicating a persistent gap in statistical knowledge. While interviews also revealed that teachers’ PCK was constrained by their limited statistical content knowledge, teachers appeared more confident when discussing the PCK task that was grounded in the classroom context. This suggests that professional development could productively begin with contextually relevant activities before expanding to broader statistical concepts.

The study highlights critical gaps in teachers’ statistical understanding and awareness, providing an evidence base for targeted professional development initiatives. It underscores the need for approaches that strengthen both content knowledge and pedagogical strategies, enabling teachers to better support students’ statistical reasoning.

Authors: Nimkar, J

• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English, Marathi
• Keywords: teacher knowledge; mathematics education; teacher education in india; statistics education
• Subjects: Mathematics Education; Education