Matematik öğretmen adaylarının istatistiksel muhakeme becerilerinin değerlendirilmesi ve istatistik öğretme yansımalarının incelenmesi

Statistical reasoning is understanding statistical information, making interpretations considering the data sets, and reasoning statistically (Garfield, 2002). This study examines the statistical reasoning skills of preservice mathematics teachers studying at Bogazici University and examines their reflections on statistical knowledge to teach statistics and experiences in learning statistics. The research includes a quantitative part assessing participants correct reasoning skills and misconceptions using Statistical Reasoning Assessment (Garfield, 2003) and a qualitative part examining their reflections on teaching statistics according to statistical knowledge and experiences with semi-structured interviews. The sample includes 29 preservice mathematics teachers (20 primary, 9 secondary). Strengths in computing probability, understanding independence, and understanding the significance of large samples were shown by the analysis of SRA responses. Conversely, there was an inadequate amount of understanding in selecting averages, computation of probability, sample variability, differentiation of correlation and causation, and interpreting two-way tables. They had misconceptions including averages, the law of small numbers, and equiprobability bias, and there was a statistically significant difference between the groups who took the SCED354 course or who did not take the course in total misconception scores. Interviews provided insights into participants' reflections on their statistical knowledge and teaching approaches. This study revealed critical gaps in preservice teachers' knowledge of some statistical concepts and their pedagogical approaches. In mathematics education, emphasis need to be placed on conceptual understanding and effective teaching methods in mathematics. Longitudinal studies to investigate the long-term effect of teaching probability and statistics courses on the development of preservice mathematics teachers are among the recommendations for future research.