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A method for assessing students’ interpretations of contextualized data

Educational studies in mathematics, 2023-09, Vol.114 (1), p.17-34

2023

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Student-Generated Connections in Learning about Compound Probability and Their Emergence during Instruction

Statistics education research journal, 2023-06, Vol.22 (1), p.1

2023

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The Relevance of Statistical Knowledge for Teaching to Health Care Professionals: Reflections on a COVID-19 Press Briefing

Journal of Statistics and Data Science Education, 2021, Vol.29 (1), p.84-94

Groth, Randall E

2021

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Working at the Boundaries of Mathematics Education and Statistics Education Communities of Practice

Journal for research in mathematics education, 2015-01, Vol.46 (1), p.4-16

Groth, Randall E

2015

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Applying Design-Based Research Findings to Improve the Common Core State Standards for Data and Statistics in Grades 4-6

Journal of statistics education, 2019-01, Vol.27 (1), p.29-36

Groth, Randall E.

2019

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Reflections on the Current and Potential K-12 Impact of the Journal of Statistics and Data Science Education

Journal of Statistics and Data Science Education, 2022-05, Vol.30 (2), p.179-186

2022

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Challenges and Benefits of Using Toulmin's Argumentation Model to Assess Mathematics Lesson Study Debriefing Sessions

Investigations in mathematics learning, 2021-10, Vol.13 (4), p.338-353

2021

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JRME Monographs: Looking Back and Thinking Forward

Journal for research in mathematics education, 2015-11, Vol.46 (5), p.506-510

Groth, Randall E.

2015

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Characterizing Key Developmental Understandings and Pedagogically Powerful Ideas Within a Statistical Knowledge for Teaching Framework

Mathematical thinking and learning, 2013-04, Vol.15 (2), p.121-145

Groth, Randall E.

2013

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Developing Statistical Knowledge for Teaching during Design-Based Research

Statistics education research journal, 2017-11, Vol.16 (2), p.376-396

Groth, Randall E

2017

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Dimensions of Learning Probability Vocabulary

Journal for research in mathematics education, 2020-01, Vol.51 (1), p.75-104

2020

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A framework for characterizing students' cognitive processes related to informal best fit lines

Mathematical thinking and learning, 2018-10, Vol.20 (4), p.251-276

2018

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Toward a theoretical structure to characterize early probabilistic thinking

Mathematics education research journal, 2021-06, Vol.33 (2), p.241-261

2021

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Toward a Conceptualization of Statistical Knowledge for Teaching

Journal for research in mathematics education, 2007-11, Vol.38 (5), p.427-437

Groth, Randall E.

2007

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Classroom Data Analysis with the Five Strands of Mathematical Proficiency

The Clearing house, 2017-05, Vol.90 (3), p.103-109

Groth, Randall E.

2017

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Pre-Service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture

Mathematics teacher education & development, 2021, Vol.23 (4), p.143

2021

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Probability puppets

Teaching statistics, 2019-06, Vol.41 (2), p.54-57

2019

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Using the five practices model to promote statistical discourse

Teaching statistics, 2015-03, Vol.37 (1), p.13-17

Groth, Randall E.

2015

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Overcoming challenges in learning probability vocabulary

Teaching statistics, 2016-09, Vol.38 (3), p.102-107

2016

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Royalty, Racing, and Rolling Pigs

Teaching children mathematics, 2015-11, Vol.22 (4), p.218-228

Groth, Randall E

2015

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Identity Development during Undergraduate Research in Mathematics Education

International electronic journal of mathematics education, 2016-07, Vol.11 (2), p.357-375

2016

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Working with Noise in Bivariate Data

Mathematics teaching in the middle school, 2017-10, Vol.23 (2), p.82-89

2017

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A day in the life of a statistical knowledge for teaching course

Teaching statistics, 2013-03, Vol.35 (1), p.37-42

Groth, Randall E.

2013

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Undergraduate Research in Mathematics Education: Using Qualitative Data about Children's Learning to Make Decisions about Teaching

Mathematics teacher educator, 2020-06, Vol.8 (3), p.134-151

2020

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Using Japanese Lesson Study to Merge Inservice Professional Development and Preservice Clinical Experiences

The Clearing house, 2020-03, Vol.93 (2), p.93-99

2020

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A method for assessing students’ interpretations of contextualized data

Student-Generated Connections in Learning about Compound Probability and Their Emergence during Instruction

The Relevance of Statistical Knowledge for Teaching to Health Care Professionals: Reflections on a COVID-19 Press Briefing

Working at the Boundaries of Mathematics Education and Statistics Education Communities of Practice

Applying Design-Based Research Findings to Improve the Common Core State Standards for Data and Statistics in Grades 4-6

Reflections on the Current and Potential K-12 Impact of the Journal of Statistics and Data Science Education

Challenges and Benefits of Using Toulmin's Argumentation Model to Assess Mathematics Lesson Study Debriefing Sessions

JRME Monographs: Looking Back and Thinking Forward

Characterizing Key Developmental Understandings and Pedagogically Powerful Ideas Within a Statistical Knowledge for Teaching Framework

Developing Statistical Knowledge for Teaching during Design-Based Research

Dimensions of Learning Probability Vocabulary

A framework for characterizing students' cognitive processes related to informal best fit lines

Toward a theoretical structure to characterize early probabilistic thinking

Toward a Conceptualization of Statistical Knowledge for Teaching

Classroom Data Analysis with the Five Strands of Mathematical Proficiency

Pre-Service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture

Probability puppets

Using the five practices model to promote statistical discourse

Overcoming challenges in learning probability vocabulary

Royalty, Racing, and Rolling Pigs

Identity Development during Undergraduate Research in Mathematics Education

Working with Noise in Bivariate Data

A day in the life of a statistical knowledge for teaching course

Undergraduate Research in Mathematics Education: Using Qualitative Data about Children's Learning to Make Decisions about Teaching

Using Japanese Lesson Study to Merge Inservice Professional Development and Preservice Clinical Experiences

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