Teachers’ knowledge for teaching probability

A global analysis based on DidacticMathematical Knowledge model

Authors

  • Claudia Vásquez Ortiz Pontificia Universidad Católica de Chile
  • Ángel Alsina Pastells Universidad de Girona

DOI:

https://doi.org/10.35763/aiem.v1i7.104

Keywords:

probability, teachers, primary education, mathematical and didactic knowledge of teacher

Abstract

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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Author Biography

Ángel Alsina Pastells, Universidad de Girona

Departamento de Didácticas Específicas

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Published

2015-05-05

How to Cite

Vásquez Ortiz, C., & Alsina Pastells, Ángel . (2015). Teachers’ knowledge for teaching probability: A global analysis based on DidacticMathematical Knowledge model. Advances of Research in Mathematics Education, (7), 27–48. https://doi.org/10.35763/aiem.v1i7.104

Issue

No. 7 (2015)

Section

Artículos

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