Specialized knowledge of in-service primary education teachers to teach probability: Implications for continuous education

Joan Franco Seguí; Ángel Alsina

doi:10.29333/iejme/15153

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Joan Franco Seguí ¹ ^* , Ángel Alsina ¹

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¹ Department of Subject-Specific Didactics, University of Girona, Girona, SPAIN^* Corresponding Author

Abstract

The knowledge of in-service primary education teachers to teach probability is evaluated based on the mathematics teacher’s specialized knowledge (MTSK) model. Starting with a mixed methodology, the MTSK-probability questionnaire, validated beforehand, is used. Findings show insufficient specialized knowledge to teach probability: generally, the mean scores are 12.95 out of 38; more specific, the data indicate that scores in the sub-domains knowledge of topics, knowledge of practices in mathematics, and knowledge of mathematics teaching are significantly better than knowledge of the structure of mathematics, knowledge of features of learning mathematics, and the knowledge of mathematics learning standards, although the average norm scores in all knowledge subtypes are below 45 out of 100. We conclude that it is necessary to design continuous education programs that use different instruments and strategies to provide a more global approach to teacher’s knowledge, for example, with reflection on practice or learning communities, with the aim of improving the specialized knowledge of in-service primary education teachers to teach probability.

Keywords

specialized knowledge of mathematics teachers
teaching probability
teacher professional development
continuous education
primary education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 19, Issue 4, November 2024, Article No: em0792

https://doi.org/10.29333/iejme/15153

Publication date: 01 Oct 2024

Online publication date: 11 Sep 2024

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APA

Franco Seguí, J., & Alsina, Á. (2024). Specialized knowledge of in-service primary education teachers to teach probability: Implications for continuous education. International Electronic Journal of Mathematics Education, 19(4), em0792. https://doi.org/10.29333/iejme/15153

Vancouver

Franco Seguí J, Alsina Á. Specialized knowledge of in-service primary education teachers to teach probability: Implications for continuous education. INT ELECT J MATH ED. 2024;19(4):em0792. https://doi.org/10.29333/iejme/15153

AMA

Franco Seguí J, Alsina Á. Specialized knowledge of in-service primary education teachers to teach probability: Implications for continuous education. INT ELECT J MATH ED. 2024;19(4), em0792. https://doi.org/10.29333/iejme/15153

Chicago

Franco Seguí, Joan, and Ángel Alsina. "Specialized knowledge of in-service primary education teachers to teach probability: Implications for continuous education". International Electronic Journal of Mathematics Education 2024 19 no. 4 (2024): em0792. https://doi.org/10.29333/iejme/15153

Harvard

Franco Seguí, J., and Alsina, Á. (2024). Specialized knowledge of in-service primary education teachers to teach probability: Implications for continuous education. International Electronic Journal of Mathematics Education, 19(4), em0792. https://doi.org/10.29333/iejme/15153

MLA

Franco Seguí, Joan et al. "Specialized knowledge of in-service primary education teachers to teach probability: Implications for continuous education". International Electronic Journal of Mathematics Education, vol. 19, no. 4, 2024, em0792. https://doi.org/10.29333/iejme/15153