Prospective Primary School Teachers' Attitudes towards Probability and Its Teaching

Autor/inn/en	Estrada, Assumpta; Batanero, Carmen
Titel	Prospective Primary School Teachers' Attitudes towards Probability and Its Teaching
Quelle	In: International Electronic Journal of Mathematics Education, 15 (2020) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Preservice Teachers; Elementary School Teachers; Mathematics Instruction; Probability; Teacher Attitudes; Pedagogical Content Knowledge; Teaching Methods; Student Attitudes; Attitude Measures; Semantics; Item Analysis; Content Validity; Reliability + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Lehrerverhalten; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Semantik; Itemanalyse; Reliabilität
Abstract	Since probability is a new topic at the primary school level in many countries, many primary school teachers may consider themselves not well prepared or may not value the formative role of probability as a topic for their students to learn. Consequently, the assessment of teachers' attitudes using valid and reliable instruments is a preliminary step in organizing formative actions for these teachers. In Estrada, Batanero and Díaz (2018), we described the development of a scale aimed at measuring primary school teachers' attitudes towards probability and the teaching of probability. In this new paper we complete the above research and present the results of applying the questionnaire to a sample of 416 prospective primary school teachers. We analyze the results related to the different items, subscales, and total score in the scale, and explore the influence of some variables on the participants' attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01