000121351 001__ 121351
000121351 005__ 20250717095606.0
000121351 0247_ $$2doi$$a10.3390/math9192526
000121351 0248_ $$2sideral$$a131617
000121351 037__ $$aART-2021-131617
000121351 041__ $$aeng
000121351 100__ $$aBatanero, Carmen
000121351 245__ $$aProspective mathematics teachers understanding of classical and frequentist probability
000121351 260__ $$c2021
000121351 5060_ $$aAccess copy available to the general public$$fUnrestricted
000121351 5203_ $$aStrengthening the teaching of probability requires an adequate training of prospective teachers, which should be based on the prior assessment of their knowledge. Consequently, the aim of this study was to analyse how 139 prospective Spanish mathematics teachers relate the classical and frequentist approaches to probability. To achieve this goal, content analysis was used to categorize the prospective teachers’ answers to a questionnaire with open-ended tasks in which they had to estimate and justify the composition of an urn, basing their answers on the results of 1000 extractions from the urn. Most of the sample proposed an urn model consistent with the data provided; however, the percentage that adequately justified the construction was lower. Although the majority of the sample correctly calculated the probability of an event in a new extraction and chose the urn giving the highest probability, a large proportion of the sample forgot the previously constructed urn model, using only the frequency data. Difficulties, such as equiprobability bias or not perceiving independence of trials in replacement sampling, were also observed for a small part of the sample. These results should be considered in the organisation of probabilistic training for prospective teachers.
000121351 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2019-105601GB-I00
000121351 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000121351 590__ $$a2.592$$b2021
000121351 591__ $$aMATHEMATICS$$b21 / 333 = 0.063$$c2021$$dQ1$$eT1
000121351 592__ $$a0.538$$b2021
000121351 593__ $$aComputer Science (miscellaneous)$$c2021$$dQ2
000121351 593__ $$aEngineering (miscellaneous)$$c2021$$dQ2
000121351 594__ $$a2.9$$b2021
000121351 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000121351 700__ $$0(orcid)0000-0003-1369-8711$$aBegué, Nuria$$uUniversidad de Zaragoza
000121351 700__ $$aÁlvarez-Arroyo, Rocío
000121351 700__ $$aValenzuela-Ruiz, Silvia M.
000121351 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000121351 773__ $$g9, 19 (2021), 2526 [15 pp]$$pMathematics (Basel)$$tMathematics$$x2227-7390
000121351 8564_ $$s757814$$uhttps://zaguan.unizar.es/record/121351/files/texto_completo.pdf$$yVersión publicada
000121351 8564_ $$s2791117$$uhttps://zaguan.unizar.es/record/121351/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000121351 909CO $$ooai:zaguan.unizar.es:121351$$particulos$$pdriver
000121351 951__ $$a2025-07-17-09:54:23
000121351 980__ $$aARTICLE