Rafael Roa

Training Teachers to Teach Probability.

In this paper we analyze the reasons why the teaching of probability is difficult for mathematics teachers, describe the contents needed in the didactical preparation of teachers to teach probability and analyze some examples of activities to carry out this training. These activities take into account the experience at the University of Granada, in courses directed to primary and secondary school teachers as well as in an optional course on Didactics of Statistics, which is included in the Major in Statistical Sciences and Techniques course since 1996. The aim is encouraging other colleagues to organize similar courses at their universities, either as part of their official programs or in their postgraduate training.

Models for Statistical Pedagogical Knowledge

The education of statistics teachers should be based on adequate models for pedagogical knowledge that guide the teachers’ educators in implementing and assessing the training of teachers. In this chapter, some models that are relevant for mathematics and statistics are analysed, and a new framework that complements the previously described models is proposed. The different facets and levels that should be taken into account when educating mathematics and statistics teachers are highlighted. Some implications for the training of teachers are presented and a formative cycle directed to increase the teachers’ statistical and pedagogical knowledge simultaneously is briefly described.

Evaluación de sesgos en el razonamiento sobre probabilidad condicional en futuros profesores de educación secundaria

In this paper we present a study aimed at assessing biases in conditional probability reasoning in prospective secondary school and high school mathematics teachers. We analyze responses to 7 items taken from the CPR (conditional probability reasoning) in a sample of 196 last year mathematics students and Master students, finding a high incidence in both groups of the time axis fallacy, transposed conditional, confusion between conditional and compound probability, base rates fallacy, and incorrect conceptions of independence. We conclude that there is a need to prepare prospective teachers better to prevent them from transmitting these biases to their students.