Abstract This study explores teachers' levels of statistical knowledge for teaching through the application of a novel model. The participants comprised ten experienced middle school mathematics teachers. Data were collected using two primary tools: an instrument designed to assess statistical knowledge for teaching and clinical interviews. Quantitative data were analyzed using the Rasch model, while qualitative data from the interviews provided deeper insights into teachers' responses. Results revealed that teachers' statistical knowledge for teaching was generally at an emerging level. An examination of components showed that many teachers demonstrated the competent level in key developmental understandings, while their knowledge of curriculum, understanding of students, and pedagogically powerful ideas remained at the emerging level. Their knowledge of teaching was found to be at the aware level. It is recommended to focus on the practices that enable preservice teachers to improve their statistical knowledge for teaching if they are to be well‐informed teachers.
Öztürk et al. (Fri,) studied this question.