Evaluation of Teaching and Mathematical Knowledge in Primary Teachers for the Teaching of Probability

Abstract

To provide information to transform teaching practice through improved primary school mathematics teacher training (6-12 years), a tool to assess the mathematical knowledge for teaching didactic probability has been designed. For its preparation the model of category analysis of the mathematical-didactic knowledge of the teacher was considered. This model includes four categories of fundamental knowledge: a) content knowledge, b) knowledge of the contents in relation to students, c) content knowledge in relation to education, and d) knowledge of curriculum and intra-and interdisciplinary connections. These categories can identify, classify, analyse and evaluate both the knowledge teachers need for teaching and the knowledge teachers actually implement when teaching a particular content, in this case the one related to the teaching of probability in elementary education. These skills have been being widely investigated in recent years in future teachers. Nevertheless, in Chile, there is very little data concerning current teachers. The analysis of the data will allow, first, to describe the strengths and weaknesses of the various categories of teacher knowledge involved in the teaching of probability, and secondly, relevant information to guide the initial and constant training of teachers in relation to the knowledge needed for the teaching of probability.