International Electronic Journal of Mathematics Education

Prospective Teachers’ Semiotic Conflicts in Computing Probabilities from a Two-Way Table
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2015 - Volume 10 Issue 1, pp. 3-16
  • Published Online: 04 Apr 2015
  • Article Views: 698 | Article Download: 799
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Batanero C, Contreras JM, Díaz C, Sánchez E. Prospective Teachers’ Semiotic Conflicts in Computing Probabilities from a Two-Way Table . Int Elect J Math Ed. 2015;10(1), 3-16.
APA 6th edition
In-text citation: (Batanero et al., 2015)
Reference: Batanero, C., Contreras, J. M., Díaz, C., & Sánchez, E. (2015). Prospective Teachers’ Semiotic Conflicts in Computing Probabilities from a Two-Way Table . International Electronic Journal of Mathematics Education, 10(1), 3-16.
Chicago
In-text citation: (Batanero et al., 2015)
Reference: Batanero, Carmen, José M. Contreras, Carmen Díaz, and Ernesto Sánchez. "Prospective Teachers’ Semiotic Conflicts in Computing Probabilities from a Two-Way Table ". International Electronic Journal of Mathematics Education 2015 10 no. 1 (2015): 3-16.
Harvard
In-text citation: (Batanero et al., 2015)
Reference: Batanero, C., Contreras, J. M., Díaz, C., and Sánchez, E. (2015). Prospective Teachers’ Semiotic Conflicts in Computing Probabilities from a Two-Way Table . International Electronic Journal of Mathematics Education, 10(1), pp. 3-16.
MLA
In-text citation: (Batanero et al., 2015)
Reference: Batanero, Carmen et al. "Prospective Teachers’ Semiotic Conflicts in Computing Probabilities from a Two-Way Table ". International Electronic Journal of Mathematics Education, vol. 10, no. 1, 2015, pp. 3-16.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Batanero C, Contreras JM, Díaz C, Sánchez E. Prospective Teachers’ Semiotic Conflicts in Computing Probabilities from a Two-Way Table . Int Elect J Math Ed. 2015;10(1):3-16.

Abstract

The aim of this research was to assess the common knowledge of elementary probability in a sample of 183 prospective primary school teachers using and open-ended task, where teachers had to compute simple, compound and conditional probability from data presented in a two-way table. We base on theoretical ideas from the onto-semiotic approach to perform a semiotic analysis, in which we describe the mathematical objects and processes involved in the solutions of the tasks. Participants in the sample showed a weak common knowledge to compute simple, compound and conditional probabilities from a two-way table: they confused simple, compound and conditional probability; exchanged condition and event in conditional probabilities; confused probability and frequency or the union of events with the intersection. The semiotic analysis is used to provide and explanation for these errors in terms of semiotic conflicts. This list of difficulties expands what was found in previous research and may be used to reinforcing the preparation of prospective teachers to teach probability.

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