Reasoning under uncertainty within the context of probability education: A case study of preservice mathematics teachers

Elbehary, Samah Gamal Ahmed

doi:10.4102/pythagoras.v42i1.630

Cited by 3 publications

(4 citation statements)

References 47 publications

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“…The probability contexts survey (Elbehary, 2021) Those are seven different settings at which the probability is manifested. Choose and prioritize three of them based on their importance and frequent usage in our daily life situations:…”

Section: Funding Statementmentioning

confidence: 99%

Contextualizing Probability Tasks: The Case of Egyptian School Curriculum

Elbehary

2023

Int. J. Emerg. Math. Educ.

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This paper clarifies contexts of probability in Egyptian primary and lower-secondary school textbooks and how the students prioritize them. Through preliminary general inductive analysis, it was apparent that the implemented curriculum of probability, represented by the students' textbooks, emphasized the conventional activities that require calculations and are suitable for employing theoretical probability. On the other hand, students highlighted environmental circumstances, such as weather forecasts, as the most practical context for the probability concept. In that sense, there is a need to refine the textbook activities so that they match students' viewpoints.

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Section: Funding Statementmentioning

confidence: 99%

Contextualizing Probability Tasks: The Case of Egyptian School Curriculum

Elbehary

2023

Int. J. Emerg. Math. Educ.

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“…The study participants were the student teachers who registered in the second, third, and fourth years of this preparation program in 2018/2019. They all had prior knowledge about theoretical, experimental, and conditional probability, either in secondary school or during their teacher education (see more details in Elbehary, 2021). Furthermore, the context of weather predictability was adapted upon Konold's (1989) study to approach PSMTs' R(in)P because it is familiar to the participant, and its classification as an intermediate level of difficulty when reasoning under uncertainty (Konold, 1989).…”

Section: Preliminary Validation Of the Hypothetical Frameworkmentioning

confidence: 99%

“…Two more questions were presented to participants in addition to the mentioned one (seeElbehary, 2021); however, considering this paper limitations, merely results of this item were sharpened.…”

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confidence: 99%

Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework

Elbehary¹

2022

INT ELECT J MATH ED

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Probability signifies a mainstream strand in mathematics curricula. Nonetheless, many curricular documents prepared for teachers might not offer enough support. In such a situation, a further reflection on teachers' professional knowledge for teaching probability is demanded; especially, from the perspective of probabilistic reasoning (PoPR) that is consistent with the need to pave the way for theories about mathematics education and cognitive psychology to consolidate achievements from each other. Accordingly, this study aims at conceptualizing mathematics teachers' professional knowledge for teaching probability from the PoPR. The initial step towards this conceptualization started by inferring the fundamental entities of teachers' professionalism through utilizing the mathematical knowledge for teaching model. Following this, three significant propositions were acknowledged. As a result, a conceptual framework was proposed, and a practical example was described. Such a description symbolizes a transition from emphasizing content knowledge towards highlighting teachers' process knowledge, which may impact the development of probability education research.

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“…Several previous studies have shown that probability and statistics are widely applied in various fields of science and technology, such as health, insurance, politics, security, medicine, etc. (Chi, 2022;Elbehary, 2021;Junior, Neto, & Saito, 2022;Malovichko, 2021). Humans in the 21st century must understand something about probability and statistics (Milinkovi & Radovanovic, 2021).…”

Section: Introductionmentioning

confidence: 99%

The process of mathematics students’ reflective abstraction in solving continuous random variable problems in the probability course

Nurrahmah,

Kartono,

Zaenuri

et al. 2023

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Reflective abstraction is a mental mechanism in mental constructs in which all the structures of mathematical logic are developed in the mind of the individual. The mental mechanisms in question are interiorization, coordination, reversal, encapsulation, and generalization. This research is classified as exploratory research with a qualitative descriptive approach. This research data was taken from three fifth-semester mathematics students. The instruments used in this study were researchers as key instruments, essay tests, and interview guidelines. Data analysis included: 1) preparing the data for analysis, 2) reading the entire data, 3) encoding the data, 4) describing the data and presenting it in the narrative, and 5) interpreting the data and testing the validity of the data using data triangulation. The research found that (1) The first participant went through four components of reflective abstraction: interiorization – coordination – encapsulation – generalization. (2) The second participant went through five components of reflective abstraction thinking namely interiorization – coordination – reversal – encapsulation – generalization. (3) The third participant failed to solve the problem because the thought process in his mental mechanism had not yet manifested coordination, encapsulation, and generalization. Researchers found that the mental construction that the first participant had gone through could illustrate that the minimum mental construction that must be passed in solving the problem of continuous random variables required components- interiorization, coordination, encapsulation, and generalization.

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Reasoning under uncertainty within the context of probability education: A case study of preservice mathematics teachers

Cited by 3 publications

References 47 publications

Contextualizing Probability Tasks: The Case of Egyptian School Curriculum

Contextualizing Probability Tasks: The Case of Egyptian School Curriculum

Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework

The process of mathematics students’ reflective abstraction in solving continuous random variable problems in the probability course

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