Observing Mathematics Teaching Practices to Promote Professional Development: An Analysis of Approaches to Probability
dc.contributor.author
dc.date.accessioned
2019-09-03T06:30:21Z
dc.date.available
2019-09-03T06:30:21Z
dc.date.issued
2019-07-31
dc.identifier.issn
1306-3030
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dc.description.abstract
This study aims to analyse the approaches to probability that were carried out by the participants of the teaching practice of Primary Education teachers and, more specifically, their teaching trajectories. To do this we analysed 23 video-recorded classes of all levels, using a previously validated instrument. Results show trajectories characterised by a strong presence of intuitive approach at initial levels, in conjunction with a much lower presence of frequency approach and an absence of other approaches. As the level increases, the presence of intuitive approach decreases, being replaced by subjective, frequency and classical ones, with the latter two having the greatest presence in the upper levels. We conclude that results will be useful for strengthening the professional development of Primary Education teachers in relation to the teaching of probability
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15 p.
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application/pdf
dc.language.iso
eng
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Reproducció digital del document publicat a: https://doi.org/10.29333/iejme/5866
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International Electronic Journal of Mathematics Education, 2019, vol. 14, núm. 3, p. 719-733
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Articles publicats (D-DE)
dc.rights
Reconeixement 4.0 Internacional
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dc.source
Vásquez Ortiz, Claudia Alejandra Alsina, Angel 2019 Observing Mathematics Teaching Practices to Promote Professional Development: An Analysis of Approaches to Probability International Electronic Journal of Mathematics Education 14 3 719 733
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dc.title
Observing Mathematics Teaching Practices to Promote Professional Development: An Analysis of Approaches to Probability
dc.type
info:eu-repo/semantics/article
dc.rights.accessRights
info:eu-repo/semantics/openAccess
dc.type.version
info:eu-repo/semantics/publishedVersion
dc.identifier.doi
dc.identifier.idgrec
030084
dc.type.peerreviewed
peer-reviewed