In Egypt, the curricula delay in updating and stagnation behind modern educational trends represents a challenge, which may hinder education quality. Hence, to respond to such a national challenge, there is a need to review the curricula in light of modern educational trends, particularly in the case of probability where it has emerged as a mainstream strand in mathematics curricula worldwide. Moreover, according to the International Mathematics and Science Study 2003 and 2007, Egyptian students' achievement in "data and chance" is the lowest among other mathematics areas. Therefore, this study aims at providing insights into the intended curriculum of probability (ICoP) in Egypt from a comparative perspective with the New Zealand curriculum, which works as a model for curriculum development in other countries. The summative content analysis approach has been utilized to explore and quantify the primary probabilistic entities' usage in the official documents of both countries' curricula and ensure the consistency between them though assigning the fundamental probabilistic ideas. The study revealed that the ICoP in Egypt is consistent with the New Zealand curriculum in strengthening the probabilistic ideas that are relevant to randomness, events and sample space, and modeling and simulation. However, the ideas of independence and conditional probability, probability distribution and expectation, and convergence and the law of large numbers have not yet been considered in Egypt. Therefore, curriculum developers should look critically at these ideas and address them within teacher education programs. Moreover, explore how to enhance students' probabilistic reasoning represents an expected schema for further research.
Interpreting phenomena under uncertainty stands as a substantial cognitive activity in our daily life. Furthermore, in probability education research, there is a need for developing a unified model that involves several probabilistic conceptions. From this aspect, a central inquiry has been raised through this study: how do preservice mathematics teachers (PSMTs) reason under uncertainty? A multiple case study design was operated in which a purposive sample of PSMTs was selected to justify their reasoning in two probabilistic contexts while their responses were coded by NVivo, and corresponding categories were developed. As a result, PSMTs’ probabilistic reasoning was classified into mathematical (M), subjective (S), and outcome-oriented (O). Besides, several biases emerged along with these modes of reasoning. While M thinkers shared equiprobability and insensitivity to prior probability, the prediction bias and the belief of Allah’s willingness were yielded among S thinkers. Also, the causal conception spread among O thinkers.
Purpose To prepare pre-service mathematics teachers (PSMTs) in Egypt, learning statistics as a subject takes place at the faculty of science, apart from what is going on at the faculty of education. The Organization for Economic Co-operation and Development has highlighted this dilemma as follows; “Pre-service education in Egypt is characterized by a separation of theory from practice, in the belief that student teachers will put it into practice later in schools” (OECD, 2015, p. 120). The purpose of this paper is to propose a microteaching lesson study (MLS) model that bridges the gap between learning free content pedagogies and teaching statistics, consequently, enhances PSMTs’ pedagogical content knowledge. Design/methodology/approach The ethnographic approach has been employed, and hence, the national faculty policy guidelines have been revised through Grossman’s (1990) model. Moreover, a focus group of PSMTs’ opinions has been investigated to interpret the aforementioned situation and provide meaningful insights. Findings As a result, the MLS model rooted in constructivism theory has been introduced. Furthermore, supported discourse to enhance PSMTs’ pedagogical content knowledge (PCK) of teaching statistics is described. Originality/value The MLS model may help to change PSMTs’ perception concerning the gap between theory and practice. Meanwhile, it could be an endeavor to reform PSMTs’ initial views regarding what learning and teaching of statistics look like, through enhancing their PCK of teaching statistics. Furthermore, engaging them in such environments to be a part of the learning community and learn more from the experts is crucial.
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