Prospective Teachers Creating and Solvinga Probability Problem: an Exploratory Study

• Alonso-Castaño, Marlén ^[1] ; Alonso, Pedro ^[1] ; Maria Mellone ^[2] ; Rodríguez-Muñiz, Luis J. ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] University of Naples Federico II

     University of Naples Federico II

     Nápoles, Italia

     
• Localización: The 11th International Conference on EUropean Transnational Educational: (ICEUTE 2020) / Álvaro Herrero Cosío (ed. lit.) , Carlos Cambra Baseca (ed. lit.) , Daniel Urda Muñoz (ed. lit.) , Javier Sedano Franco (ed. lit.) , Héctor Quintián Pardo (ed. lit.) , Emilio Santiago Corchado Rodríguez (ed. lit.) , 2021, ISBN 3-030-57798-8, págs. 104-113
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Probability teaching is conditioned by the teacher’s knowledge, notonly being related to the mathematical knowledge but also the pedagogicalknowledge. In this paper, a content analysis has been used in an exploratorystudy to determine how prospective teachers manage to pose and solve aprobability task in a specific educational context. Through this content analysiswe have obtained a classification of prospective teachers’productions, accord-ing to how they pose and solve the problem and how they succeed or fail inadapting the problem to a certain level. Results indicate that working withprospective teachers in creating their own problems help them to implementtheir skills for an effective teaching of the subject of mathematics. We could alsoobserve that many prospective teachers still show lack of mathematical orpedagogical knowledge. This fact underlines the need for working with complex mathematical tasks, so that the prospective teachers engage into differentmathematical processes.