Content Knowledge and Attitudes Towards Stochastics and Its Teaching in Pre-Service Chilean Mathematics Teachers

Ruz, Felipe; Chance, Beth; Medina, Elsa; Contreras, José Miguel

doi:10.52041/serj.v20i1.100

Cited by 4 publications

(5 citation statements)

References 25 publications

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“…Attitudes have a stronger cognitive component than emotions and are relatively stable over time (Estrada & Batanero, 2020). Ruz et al (2021) found a positive association between content knowledge and attitudes of pre-service teachers, while Segarra and Julià (2022) also confirmed that teachers' efficacy beliefs as well as attitudes towards mathematics are key factors for pre-service teacher's mathematics academic achievement.…”

Section: Research Articlementioning

confidence: 67%

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Bruckler

Šipuš²

2023

EUR J SCI MATH ED

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During the last two years, the COVID-19 pandemic had a secondary effect of increased media content loaded with mathematical, often probabilistic information (and misinformation). Our exploratory study investigates the probabilistic intuitions, misconceptions, biases, and fallacies in conditional probability reasoning of mathematics teacher candidates in the context of the pandemic. The pre-service mathematics teachers who participated in our study were given a questionnaire with five contextual conditional probability problems, all formulated similarly to media statements often encountered when discussing the COVID-19 pandemic. Our findings confirm the previous findings on biases and fallacies related to conditional probability problems with a social context. They were also indicative of several types of errors (both numerical and logical) as more common than expected. Our results also reveal that pre-service mathematics teachers apparently separate the content learned in the classroom from the application of the knowledge in critical examination of the information to which they are daily exposed by the media.

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Section: Research Articlementioning

confidence: 67%

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Bruckler

Šipuš²

2023

EUR J SCI MATH ED

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“…Similarly, Şafak (2016) identified student misconceptions about dependent-independent events in probability. Ruz et al (2021) observed in their study that preservice teachers were less successful in probability compared to other mathematics topics, and only one in five were able to provide correct answers to probability questions. Similar results were observed in different studies which concluded that preservice teachers had difficulties in understanding basic concepts about Probability (Arıcan & Kuzu, 2020; Garfield & Ben-Zvi, 2008, 2020; Koparan, 2019).…”

Section: Discussionmentioning

confidence: 94%

“…Common probability knowledge can be defined as the knowledge that is expected to be acquired by students from 8th to 12th grade in the education program of Turkey. In sum, preservice teachers should have the knowledge and concepts that are expected to be acquired by 12th-grade students (Ruz et al, 2021). This knowledge consists of the most basic information and concepts related to probability.…”

Section: Introductionmentioning

confidence: 99%

The Preservice Teachers’ Approaches Toward Incorrect Probability Problems

Korkmaz,

Alkan

2023

Sage Open

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Identifying the mistakes in student responses and being able to manage the solution process are among the fundamental skills that should be acquired by the pre-service teachers. This skill is important in probability, about which students have a great number of misconceptions. The aim of this study was to determine the misconceptions in the student answers given by the researcher about probability and to examine the solution explanations of the preservice teachers. In this context, the student answers containing five wrong solutions were examined. Case study, one of the qualitative research methods, was used. Forty-two third grade preservice mathematics teachers participated in the study. A task-based interview was used in the study. The findings revealed that the participants were able to recognize simple and discrete probability problems more easily and provided correct solutions; however, they had difficulty in determining the universal space independent events and failed to detect the mistakes in the student answers successfully. As a result of the research, it was concluded that the importance attached to procedural knowledge should also be given to conceptual knowledge, what a concept means as well as what it does not mean should be explained, open-ended questions that will increase the power of reasoning should be used instead of typical problems, and more effective learning should be carried out by using different teaching methods and techniques.

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“…Esta investigación se enmarca dentro del enfoque cuantitativo y es un estudio exploratorio en el contexto chileno (Hernández et al, 2014). Se utilizó la Escala de Conocimiento del Contenido Estocástico Común y Ampliado (CESK) (Ruz et al, 2021), instrumento diseñado exclusivamente para este fin, validado previamente en términos de contenido por medio del juicio experto de 10 investigadores en educación estadística de Iberoamérica y una aplicación piloto con 126 futuros profesores de matemáticas de Chile y España, donde se analizó la consistencia interna del test y aspectos como la dificultad y discriminación de los ítems que lo conforman, como se detalla en Ruz et al (2020b). Los ítems tienen una adecuada dificultad (entre 10 y 90% de respuestas correctas), discriminación (coef.…”

Section: Metodologíaunclassified

“…En consecuencia, nos planteamos que las mayores problemáticas relativas al conocimiento del contenido y la enseñanza de la estocástica en profesores pueden ser abordadas reorientando su formación inicial en este tema (Ruz et al, 2021). En esta nueva mirada, además de profundizar en temas más avanzados de la estocástica que les permita a los profesores dar oportunidades a los estudiantes por aprender los conocimientos que van más allá de los contenidos curriculares, se debería promover un mayor compromiso, al menos, por lo temas que deban enseñar, considerando el desarrollo de habilidades vinculadas con las tareas propias del estadístico (Pfannkuch y Ben-Zvi, 2011) y con un fuerte apoyo tecnológico.…”

Section: Conclusionesunclassified

Stochastic Knowledge of Future Chilean Mathematics Teachers

Ruz¹,

Chance²,

Medina³

2022

Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference

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Mathematics teachers are key agents in teaching stochastic at school, so we are interested in analyzing their knowledge of the content after completing their initial training. We conceptualized the knowledge of the content from the Teacher's Didactic-Mathematical Knowledge Model and following a quantitative methodology, we analyzed a sample of 269 future Chilean mathematics teachers. The results were generally low, although higher in terms of stochastic knowledge promoted at school level (common knowledge) compared to the skills developed during initial teacher training (extended knowledge). We conclude with recommendations to incorporate modern and effective methodologies for teaching and learning stochastic, which we hope can be an input for those responsible for stochastic teacher education. Los profesores de matemática son agentes claves en la enseñanza de la estocástica en la escuela, por lo que nos interesamos en analizar su conocimiento del contenido tras haber completado su formación inicial. Conceptualizamos al conocimiento del contenido desde el Modelo de Conocimiento Didáctico-Matemáticos del profesor y siguiendo una metodología cuantitativa, analizamos una muestra de 269 futuros profesores de matemáticas chilenos. Los resultados fueron en general bajos, aunque superiores en lo relativo al conocimiento estocástico promovido a nivel escolar (conocimiento común) en comparación a las habilidades desarrolladas durante la formación inicial docente (conocimiento ampliado). Finalizamos con recomendaciones para incorporar metodologías modernas y efectivas para la enseñanza y aprendizaje de la estocástica, que esperamos puedan ser un insumo para los responsables de la educación estocástica del profesorado.

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Content Knowledge and Attitudes Towards Stochastics and Its Teaching in Pre-Service Chilean Mathematics Teachers

Cited by 4 publications

References 25 publications

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

The Preservice Teachers’ Approaches Toward Incorrect Probability Problems

Stochastic Knowledge of Future Chilean Mathematics Teachers

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