Keywords
Initial teacher training
Reflective teacher
How to Cite
Abstract
The goal of this article is to present an analysis of the knowledge of future Mathematics teachers about teaching probability, in particular, about randomness. This investigation involved a formative process in which the issue of event independence was discussed from the results pointed out by Bryant & Nunes. This process was attended by 11 students in the Mathematics Teaching Degree program on a campus at a public university in Sergipe. To analyze the data on the teachers’ knowledge, we considered categories discussed by Shulman. This research was based on studies by Gal e Batanero, Contreras & Diaz, regarding teaching probability. On the reflective practice of teachers, Zeichner was used. The analysis revealed that the future teachers broadened their knowledge base for teaching probability, especially regarding the recognition of the need to overcome positive and negative recency in order to understand the independence of events. In addition, they reconsidered a view contrary to what they had initially believed, with respect to teaching in the initial years. Hence, we highlight the importance of training activities in order to provide participants with a reflective experience in learning situations that involve concepts of probability, through experiments and reflections.
References
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