Cognitive analysis of probability comparison tasks by preservice primary school teachers

 

שמור ב:
מידע ביבליוגרפי
Autores: Burgos, María, López-Martín, María del Mar, Aguayo-Arriagada, Carmen Gloria, Albanese, Verónica
פורמט: artículo original
סטטוס:Versión publicada
Fecha de Publicación:2022
תיאור:To promote mathematical learning, teachers must be able to analyze, interpret and assess students’ mathematical activity, making decisions about their understanding of, and difficulties in, solving mathematical tasks. This cognitive analysis skill enables teachers to understand mathematical learning processes and to establish different ways of institutionalizing the mathematical knowledge involved. [Objective] This work is intended to present the results of an assessment of preservice Primary Education teachers’ knowledge and abilities to interpret students’ responses to probability comparison tasks, identify incorrect strategies and recognize proportional reasoning in mathematical activity. Furthermore, the strategies proposed by preservice teachers to help students overcome the difficulties that led them to obtain inadequate solutions are analyzed. [Methodology] Descriptive and qualitative research was carried out with the collaboration of 116 preservice Primary Education teachers from the University of Almería (Spain). The investigation was carried out once the process of training in the mathematical contents of Statistics and Probability had been completed. [Results] One of the most important results obtained is a didactic-mathematical knowledge of the type of proportional and probabilistic reasoning that impedes preservice teachers in their interpretation and decision-making about student responses. [Conclusions] These results highlight the need to implement educational solutions to adequately resolve these common situations in schools.
País:Portal de Revistas UNA
מוסד:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
שפה:Español
OAI Identifier:oai:ojs.www.una.ac.cr:article/16285
גישה מקוונת:https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/16285
Access Level:acceso abierto
מילת מפתח:Probability
proportional reasoning
teachers’ education
onto-semiotic approach
cognitive analysis
Probabilidad
razonamiento proporcional
formación de profesores
enfoque ontosemiótico
análisis cognitivo