Knowledge demonstrated by pre-service mathematics teachers regarding the classical definition of probability when solving tasks
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| 作者: | |
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| 格式: | artículo original |
| 狀態: | Versión publicada |
| Fecha de Publicación: | 2026 |
| 實物特徵: | The specialized knowledge of pre-service mathematics teachers is key to effective probability instruction. Accordingly, this qualitative study, conducted among 13 students from the Mathematics Teaching program at the Universidad Nacional de Costa Rica, aimed to describe the knowledge they demonstrate regarding the classical definition of probability when solving six contextualized tasks. The Mathematics Teacher's Specialized Knowledge (MTSK) model was adopted, with an emphasis on the Knowledge of Topics (KoT) subdomain, to operationalize four categories: definitions and foundations, representation registers, phenomenology and applications, and procedures. Expert-validated indicators were developed and applied through content analysis. The results show that most participants draw on different representation registers and apply Laplace's rule in equiprobable situations; however, few simultaneously integrate the three essential elements of the classical definition (ratio, equiprobability, and finiteness), which limits their argumentation in non-equiprobable contexts. Based on these findings, it is recommended that initial teacher training strengthen the connections between definition, phenomenology, and justification. |
| País: | Portal de Revistas UNED |
| 機構: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| OAI Identifier: | oai:revistas.uned.ac.cr:article/6021 |
| 在線閱讀: | https://revistas.uned.ac.cr/index.php/index/article/view/6021 |
| Palabra clave: | formación de profesores enseñanza probabilidad conocimiento enseñanza superior formação de professores ensino probabilidade conhecimento ensino superior teacher education knowledge higher education teaching probability |