Teachers' Perceptions of Probability
DOI:
https://doi.org/10.48082/espacios-a26v47n05-e11Keywords:
probability, secondary education, perceptions, math teachersAbstract
This study characterizes teachers' perceptions of probability and its teaching. Using a qualitative-interpretive approach based on a multiple-case study, eigh school mathematics teachers were interviewed. The results show that their perceptions are shaped by their prior teaching experiences and their disciplinary and didactic knowledge of probability. The study concludes that there is a need to strengthen teacher training in this subject in order to promote effective instruction in probability.
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