What Mathematical Knowledge Do Prospective Teachers Reveal When Creating and Solving a Probability Problem?

Marlén Alonso-Castaño, Pedro Alonso, Maria Mellone and Luis J. Rodríguez-Muñiz
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Marlén Alonso-Castaño: Department of Statistics and O.R. and Mathematics Education, University of Oviedo, c/ Jesús Arias de Velasco, s/n, 33005 Oviedo, Asturias, Spain
Pedro Alonso: Department of Mathematics, University of Oviedo, 33203 Oviedo, Asturias, Spain
Maria Mellone: Dipartimento di Matematica e Applicazioni “R. Caccioppoli”, Università degli Studi Napoli “Federico II” Studio 156, Via Cintia, Monte S. Angelo, 80126 Napoli, Italy
Luis J. Rodríguez-Muñiz: Department of Statistics and O.R. and Mathematics Education, University of Oviedo, c/ Jesús Arias de Velasco, s/n, 33005 Oviedo, Asturias, Spain

Mathematics, 2021, vol. 9, issue 24, 1-16

Abstract: The teaching of probability is conditioned by teachers’ mathematical knowledge. In this paper, an exploratory study is carried out with prospective teachers. A training task was designed requiring them to create and solve a probability problem using the values of euro coins, which was adapted to students aged 11 to 12. The study aimed at determining what mathematical knowledge prospective teachers show when dealing with the task. The data were collected through the Moodle online Campus. We framed the data analysis in the Mathematical Knowledge for Teaching model and we used content analysis as the methodological approach. The results indicate that, despite finding evidence of adequate common and specialised mathematical knowledge, in approximately half of the prospective teachers participating in the study, too many of them still show a lack of knowledge in both subdomains. There was also little evidence of knowledge of the curriculum. The main finding of the research is that, when prospective teachers get involved in complex creative tasks, they mobilised together specialised and common mathematical knowledge, working into different mathematical processes such as problem posing and solving, communication, and argumentation, which reinforces the need to continue working on these types of complex tasks.

Keywords: common content knowledge; probability; prospective teachers; specialised content knowledge; task design (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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