The Impact Of Statistics Transposition On Pedagogical Content Knowledge (PCK) Of Teachers At University Center Of Tipaza (Algeria)

Abstract

The present paper analyzes the impact of statistics transposition on pedagogical content knowledge (PCK) variables of statistics’ teachers from the university center of Tipaza by comparing two categories of teachers: pre-transposition category and post-transposition category. The evaluation process took place inside classrooms by observing teachers in action during their statistics lessons and recording the score corresponding to each variable. For comparison purposes, a summary statistics for the two categories of teachers and the unpaired t-test were used. In order to analyze the association between PCK variables from one side, and between PCK variables and teachers from the other side, principal component analysis (PCA) was applied. The main results indicate that transposition in statistics teaching had considerably improved the performance of PCK of teachers especially the semiotic, practical and interactional aspects. It has, however, less impact on the improvement of the cognitive and the epistemological aspects.