Prospective Teachers Creating and Solving a Probability Problem: An Exploratory Study

Alonso-Castaño, Marlén; Alonso, Pedro; Mellone, Maria; Rodrı́guez-Muñiz, Luis J.

doi:10.1007/978-3-030-57799-5_11

Cited by 1 publication

(4 citation statements)

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“…By combining the categories obtained in [44] with the analysis of the MKT subdomains, we obtained five types of students' productions, which are described and analysed in detail in Table 2. Note that no specific reference is made to KC in Table 2.…”

Section: Resultsmentioning

confidence: 99%

“…In a previous work [44], we detailed the process of classifying PTs' productions into correct, partially correct, and incorrect problems, each with intermediate subclassifications.…”

Section: Data Analysis Processmentioning

confidence: 99%

“…In the current article, by using a directed content analysis, in which each PT was a unit of analysis [45], we combine the classification in [44] with the analysis of the CCK, SCK and KC subdomains of the MKT model.…”

Section: Data Analysis Processmentioning

confidence: 99%

“…To combine the categories found in [44] with the results of the analysis of the three aforementioned subdomains of the MKT model, we considered those aspects that referred to whether the problem was mathematically well solved and whether the problem was adapted to the requested educational level. In this way, we were able to classify correct, partially correct, and incorrect problems according to whether they were well or poorly solved mathematically, and whether or not they were adapted to the educational level requested.…”

Section: Data Analysis Processmentioning

confidence: 99%

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What Mathematical Knowledge Do Prospective Teachers Reveal When Creating and Solving a Probability Problem?

et al. 2021

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The teaching of probability is conditioned by teachers’ mathematical knowledge. In this paper, an exploratory study is carried out with prospective teachers. A training task was designed requiring them to create and solve a probability problem using the values of euro coins, which was adapted to students aged 11 to 12. The study aimed at determining what mathematical knowledge prospective teachers show when dealing with the task. The data were collected through the Moodle online Campus. We framed the data analysis in the Mathematical Knowledge for Teaching model and we used content analysis as the methodological approach. The results indicate that, despite finding evidence of adequate common and specialised mathematical knowledge, in approximately half of the prospective teachers participating in the study, too many of them still show a lack of knowledge in both subdomains. There was also little evidence of knowledge of the curriculum. The main finding of the research is that, when prospective teachers get involved in complex creative tasks, they mobilised together specialised and common mathematical knowledge, working into different mathematical processes such as problem posing and solving, communication, and argumentation, which reinforces the need to continue working on these types of complex tasks.

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Section: Resultsmentioning

confidence: 99%

“…In a previous work [44], we detailed the process of classifying PTs' productions into correct, partially correct, and incorrect problems, each with intermediate subclassifications.…”

Section: Data Analysis Processmentioning

confidence: 99%