Observing Mathematics Teaching Practices to Promote Professional Development: An Analysis of Approaches to Probability

Autor/inn/en	Vásquez, Claudia; Alsina, Ángel
Titel	Observing Mathematics Teaching Practices to Promote Professional Development: An Analysis of Approaches to Probability
Quelle	In: International Electronic Journal of Mathematics Education, 14 (2019) 3, S.719-733 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Observation; Mathematics Instruction; Teaching Methods; Faculty Development; Probability; Elementary School Teachers; Elementary School Mathematics; Foreign Countries; Statistics; Chile + Suchen Sie Ihr Suchwort? Beobachtung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Ausland; Statistik
Abstract	This study aims to analyse the approaches to probability that were carried out by the participants of the teaching practice of Primary Education teachers and, more specifically, their teaching trajectories. To do this we analysed 23 video-recorded classes of all levels, using a previously validated instrument. Results show trajectories characterised by a strong presence of intuitive approach at initial levels, in conjunction with a much lower presence of frequency approach and an absence of other approaches. As the level increases, the presence of intuitive approach decreases, being replaced by subjective, frequency and classical ones, with the latter two having the greatest presence in the upper levels. We conclude that results will be useful for strengthening the professional development of Primary Education teachers in relation to the teaching of probability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01