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Abstract
We analyzed the statistical content within mathematics textbooks used in courses for preparing elementary teachers. Six textbooks commonly used in the United States comprised our sample. Each task in statistical sections was analyzed using both the levels of the GAISE framework (Franklin et al. 2007) and phases of the statistical problem solving process (Formulate Questions, Collect Data, Analyze Data, and Interpret Results). Tasks within the Analyze Data phase were also classified as creating or reading a display, performing a mathematical computation, or using statistical reasoning beyond mathematical computations. The majority of statistical tasks in each book required data analysis. Two textbooks primarily consisted of tasks addressing statistical concepts beyond computations, while three series focused on graphical displays and computational procedures.
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