Enseñanza de la Probabilidad en Educación Primaria: un Desafío para la Formación Inicial y Continua del Profesorado
In the last years, probability has become a major component of school curriculum in many countries and a challenge to both, educational institutions and teachers. The purpose of this article is to provide evidence about the mathematical and didactic knowledge that primary school teachers must bring...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/19959 |
| Acesso em linha: | http://hdl.handle.net/10256/19959 |
| Access Level: | acceso abierto |
| Palavra-chave: | Probabilitats -- Educació primària Probabilities -- Study and teaching (Primary) Probabilitats -- Ensenyament Probabilities -- Study and teaching Didàctica Teaching Professors -- Formació Teachers -- Training of |
| Resumo: | In the last years, probability has become a major component of school curriculum in many countries and a challenge to both, educational institutions and teachers. The purpose of this article is to provide evidence about the mathematical and didactic knowledge that primary school teachers must bring into play to teach probability. To do that, an exploratory analysis of international and national curricular benchmarks of probability teaching and learning, well as some models of teacher's mathematical and didactic knowledge, has been conducted. Based on that, it concludes with some teacher education guidelines that contribute to improving the understanding of probability, and enable the progressive transformation of teaching practices |
|---|