Enseñanza de la Probabilidad en Educación Primaria: un Desafío para la Formación Inicial y Continua del Profesorado
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In the last years, probability has become a major component of school curriculum in
many countries and a challenge to both, educational institutions and teachers. The
purpose of this article is to provide evidence about the mathematical and didactic
knowledge that primary school teachers must bring into play to teach probability. To do
that, an exploratory analysis of international and national curricular benchmarks of
probability teaching and learning, well as some models of teacher's mathematical and
didactic knowledge, has been conducted. Based on that, it concludes with some teacher
education guidelines that contribute to improving the understanding of probability, and
enable the progressive transformation of teaching practices