{"id":2174,"date":"2017-11-30T00:54:04","date_gmt":"2017-11-30T00:54:04","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=2174"},"modified":"2017-11-30T00:54:30","modified_gmt":"2017-11-30T00:54:30","slug":"approaching-common-knowledge-of-content-for-teaching-probability-from-the-didactic-mathematical-knowledge-model","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/11\/30\/approaching-common-knowledge-of-content-for-teaching-probability-from-the-didactic-mathematical-knowledge-model\/","title":{"rendered":"Approaching Common Knowledge of Content for Teaching Probability from the Didactic-mathematical Knowledge Model"},"content":{"rendered":"

Claudia V\u00e1squez Ortiz
\n\u00c1ngel Alsina<\/p>\n

Abstract.<\/strong> This paper analyzes the didactic-mathematical knowledge, to teach
\nprobability, of Elementary Scool teachers, focusing specifically on the subcategory
\nof common knowledge of content. For this, the mathematical practices of
\n93 active Chilean teachers were analyzed from a questionnaire composed of 7
\nitems that evaluate partial and initial aspects of this knowledge. The results
\nshow an insufficient level of knowledge, with 4.75 average points of correct
\nanswers over 14. It is concluded that it is necessary to design a training program
\nthat allow improving the level of knowledge to teach probability in classrooms.<\/p>\n

Key words:<\/strong> Mathematical and Didactic Knowledge of Teacher, Probability, Teachers,
\nElementary school.<\/p>\n

DOI: 10.24844\/EM2903.03<\/strong><\/p>\n

\"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Claudia V\u00e1squez Ortiz \u00c1ngel 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\u2026 Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2174"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=2174"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2174\/revisions"}],"predecessor-version":[{"id":2175,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2174\/revisions\/2175"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=2174"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=2174"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=2174"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}