Análisis de los conocimientos probabilísticos del profesorado de Educación Primari

Some teachers find it difficult to teach probability, particularly in countries where the subject has only recently been introduced into the curriculum and where preparation during initial teacher training is scarce, as is the case in Chile. An exploratory study was carried out on didactic mathematical knowledge of probability, based on the Didactic-Mathematical Knowledge (DMK) model, in order to design intervention programs that result in effective teaching. To this aim, the DMK-Probability questionnaire was completed by 93 teachers, with the results bringing to light various errors and difficulties, thus highlighting the presence of probabilistic biases and heuristics. It is concluded that teachers need to specialize more in all facets of didactic-mathematical knowledge: common knowledge of content, wider knowledge of content and specialized knowledge ​
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