Approaching Common Knowledge of Content for Teaching Probability from the Didactic-mathematical Knowledge Model

Claudia Vásquez Ortiz
Ángel Alsina

Abstract. This paper analyzes the didactic-mathematical knowledge, to teach
probability, of Elementary Scool teachers, focusing specifically on the subcategory
of common knowledge of content. For this, the mathematical practices of
93 active Chilean teachers were analyzed from a questionnaire composed of 7
items that evaluate partial and initial aspects of this knowledge. The results
show an insufficient level of knowledge, with 4.75 average points of correct
answers over 14. It is concluded that it is necessary to design a training program
that allow improving the level of knowledge to teach probability in classrooms.

Key words: Mathematical and Didactic Knowledge of Teacher, Probability, Teachers,
Elementary school.

DOI: 10.24844/EM2903.03

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