https://iase-pub.org/ojs/SERJ <p><em>SERJ</em> is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). <em>SERJ</em> is published three times year and is open access and publication cost free.</p> International Association for Statistical Education en-US Statistics Education Research Journal 1570-1824 https://iase-pub.org/ojs/SERJ/article/view/931 <p>The knowledge needed to teach statistics overlaps with, but is not limited to, the knowledge needed to do statistics. Hence, research on statistical knowledge for teaching should not be limited to the study of teachers’ subject matter knowledge. This article outlines a taxonomy describing multiple foci for research on statistical knowledge for teaching. The theoretical structure for the taxonomy is sketched and then stress-tested using a collection of articles from the Statistics Education Research Journal. Challenges of using the taxonomy to categorize research are made explicit, and ideas for navigating them are provided. It is shown how the taxonomy can serve as a framework to track the prevalence of various research foci in the field and plan future studies. Directions for future scholarship to refine the taxonomy itself are also proposed.</p> Randall Groth Copyright (c) 2026 Statistics Education Research Journal 2026-02-02 2026-02-02 10.52041/serj.931 https://iase-pub.org/ojs/SERJ/article/view/691 <p>Using the commognitive construct of routine—repetitive rules or patterns observed in statistical discourse—we aimed to investigate how students use inconsistent routines when engaging in statistical reasoning about mode in the context of comparing modes across several data groups. The study data was collected by distributing mode-related questions to students through a Google Form, followed by interviews. Four mode-related questions were given to 43 undergraduate students participating in the study. The results showed that routine plays a significant role in statistical reasoning. The study identified two factors that contributed to the occurrence of inconsistent routines among students: (a) the way students described the data display and (b) the disconnection between routine and endorsed narrative. The results of this research highlight the importance of providing students with opportunities to work with diverse forms and conditions of data associated with mode.</p> Desi Rahmatina Norasykin Mohd Zaid Copyright (c) 2026 Statistics Education Research Journal 2026-01-15 2026-01-15 10.52041/serj.691