Özet:

It was aimed to examine pre-service teachers’ developing understandings of doing statistics within a practicum based micro teaching lesson study. It was focused on their understandings (i.e., content knowledge) of doing statistics as well as how they transform their understandings (i.e., content knowledge) into teaching practices (i.e., knowledge of student & knowledge of teaching) while designing and implementing lessons related to graphs. Three senior pre-service teachers participated in a two phase (university and school classroom) practicum based lesson study. Data were collected through lesson plans prepared by the pre-service teachers in groups, observations, field notes, semi-structured interviews and video and audio recordings of the group meetings and instructional implementations. They didn’t did not consider doing statistics as consisted of many inter-related components initially. Their understandings developed greatly as they designed lesson plans, discussed about the concepts and reflected on their lesson plans and instructional implementations. Their starting to put statistical questions into the centre of doing statistics became an important turning point affected their conceptions related to other themes (e.g., collecting data, interpreting graphs). It also observed several instances that their understandings related to doing statistics impacted their teaching practices. The changes observed could be attributed to several factors.

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