Conocimiento matemático de futuros profesores para la enseñanza de la probabilidad desde el enfoque frecuencial
AUTOR(ES)
Gómez, Emilse, Batanero, Carmen, Contreras, José Miguel
FONTE
Bolema
DATA DE PUBLICAÇÃO
2014-04
RESUMO
The aim of this research was to assess mathematical knowledge for teaching probability (using a frequentist approach) in prospective elementary teachers. Common knowledge of content is analysed based on individual answers to an open problem by 157 Spanish prospective primary school teachers. After discussing with the participants their responses to the problem, two components of pedagogical knowledge are also analysed in 81 of these prospective teachers, working in small groups: (a) to assess specialized content knowledge, we ask participants to identify the mathematical contents in the task; (b) to assess knowledge of content and students, we ask participants to identify which are correct or incorrect among some responses given to the task by children. While in the first part of the assessment we observed misconceptions, such as equiprobability bias, representativeness heuristic and underestimation of sampling variation, in the second, participants recognised the correct and incorrect answers of students and could explain the reasons for their errors. Although their didactic knowledge was still poor, since they identified few mathematical objects in the task, we deduce the usefulness of the activity to develop the mathematical knowledge of teachers.
Documentos Relacionados
- Desarrollo del conocimiento para la enseñanza de la proporcionalidad en futuros profesores de primaria
- Evaluación de la Faceta Epistémica del Conocimiento Didáctico- Matemático de Futuros Profesores de Matemáticas en el Desarrollo de una Clase Utilizando Funciones
- Evaluación de sesgos en el razonamiento sobre probabilidad condicional en futuros profesores de educación secundaria
- Conocimiento Tecnológico sobre la Correlación y Regresión: un estudio exploratorio con Futuros Profesores
- El estudio comparado de la política exterior y la generación de conocimiento desde el aula