By Sandra Madden, University of Massachusetts Amherst
Middle and high school mathematics, science, and engineering teachers in the U.S. tend to receive inadequate opportunities to learn statistics in the service of preparing them to support their students' statistical learning trajectory within their disciplines. They are under- or un-prepared to utilize technological tools to take up worthwhile statistical explorations with students. Through the design and implementation of a blended-format course for teachers where a portion of the course included common investigations, readings, and other experiences and the remainder of the course allowed for choice of readings, curriculum analyses and implementation projects, teachers' technological, pedagogical, statistical knowledge (TPSK) improved dramatically. Several aspects of the course including design elements, choices available, and metrics indicating growth in TPSK will be illustrated.