Teachers’ knowledge for teaching probability
A global analysis based on DidacticMathematical Knowledge model
DOI:
https://doi.org/10.35763/aiem.v1i7.104Keywords:
probability, teachers, primary education, mathematical and didactic knowledge of teacherAbstract
This article presents a global analysis of the results obtained in an exploratory assessment of Primary School teachers’ mathematical knowledge for teaching probability, based on the DidacticMathematical Knowledge model. In order to evaluate the different facets which comprise this kind of knowledge, the mathematical practices of 93 in-service Primary Education teachers were analized on
the basis of their answers to the CDM-Probability open-ended questionnaire. The results show an inadequate mathematical knowledge for teaching for different categories that compose it. We conclude that there is an urgent need to elaborate intervention programmes for teachers to develop their mathematical knowledge for teaching probability
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