Pre-service English as a Foreign Language (EFL) teachers are service students of a statistics course who will apply statistics knowledge as a tool in their future profession. Their future learning of statistics might be related to the value they have for statistics at the end of the course. By using a phenomenographic approach, we investigated 38 Indonesian pre-service EFL teachers’ values on learning statistics . Three components of values on learning statistics were identified, which can be related to the components from task-value theory: intrinsic, attainment, and utility. The participants could be categorized as having either positive or negative values for each component. In addition, some conflicting characteristics were noticed, which could reflect the characteristics of Indonesian pre-service EFL teachers. Implications for college statistics teaching and future research are discussed.
|Title of host publication||Topics and Trends in Current Statistics Education Research|
|Editors||Gail Burrill, Dani Ben-Zvi|
|Number of pages||19|
|Publication status||Published - 2019|