Mathematics teachers' conceptions of how to promote decision-making while teaching statistics: The case of Japanese secondary school teachers

The role of informed decision-making in today's society is very important at personal, professional, societal, and even educational levels. Thus, mathematics teachers are required, now more than ever, to provide students with appropriate tasks having the potential to promote decision-making skills. This article reports on the features and competence demands of tasks that are thought to promote decision-making skills by a purposeful sample of twelve Japanese secondary school mathematics teachers. A qualitative analysis on the collected data revealed some commonalities between the answers, as well as correspondences and discrepancies between what the participants and statistics educators think a task with the potential to promote decision-making is.