Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?

This study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the 'probability tasks' dimension from the '...

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Detalles Bibliográficos
Autores: Vásquez Ortiz, Claudia Alejandra, Alsina, Àngel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/19995
Acceso en línea:http://hdl.handle.net/10256/19995
Access Level:acceso abierto
Palabra clave:Probabilitats -- Educació primària
Probabilities -- Study and teaching (Primary)
Probabilitats -- Ensenyament
Probabilities -- Study and teaching
Teaching
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spelling Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?Vásquez Ortiz, Claudia AlejandraAlsina, ÀngelProbabilitats -- Educació primàriaProbabilities -- Study and teaching (Primary)Probabilitats -- EnsenyamentProbabilities -- Study and teachingTeachingThis study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the 'probability tasks' dimension from the 'Observation Instrument for Probability Classes' (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notationsWork was carried out within the framework of the FONDECYT project No. 1200356 and project FONDECYT project No. 11150412, both financed by the National Research and Development Agency of the Government of ChileMDPI (Multidisciplinary Digital Publishing Institute)2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/19995http://hdl.handle.net/10256/19995Mathematics, 2021, vol. 9, núm. 19, p. 2493Articles publicats (D-DE)Vásquez Ortiz, Claudia Alejandra Alsina, Àngel 2021 Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement? Mathematics 9 19 2493reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.3390/math9192493info:eu-repo/semantics/altIdentifier/eissn/2227-7390Reconeixement 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:recercat.cat:10256/199952026-05-29T05:05:01Z
dc.title.none.fl_str_mv Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?
title Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?
spellingShingle Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?
Vásquez Ortiz, Claudia Alejandra
Probabilitats -- Educació primària
Probabilities -- Study and teaching (Primary)
Probabilitats -- Ensenyament
Probabilities -- Study and teaching
Teaching
title_short Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?
title_full Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?
title_fullStr Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?
title_full_unstemmed Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?
title_sort Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement?
dc.creator.none.fl_str_mv Vásquez Ortiz, Claudia Alejandra
Alsina, Àngel
author Vásquez Ortiz, Claudia Alejandra
author_facet Vásquez Ortiz, Claudia Alejandra
Alsina, Àngel
author_role author
author2 Alsina, Àngel
author2_role author
dc.subject.none.fl_str_mv Probabilitats -- Educació primària
Probabilities -- Study and teaching (Primary)
Probabilitats -- Ensenyament
Probabilities -- Study and teaching
Teaching
topic Probabilitats -- Educació primària
Probabilities -- Study and teaching (Primary)
Probabilitats -- Ensenyament
Probabilities -- Study and teaching
Teaching
description This study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the 'probability tasks' dimension from the 'Observation Instrument for Probability Classes' (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notations
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/19995
http://hdl.handle.net/10256/19995
url http://hdl.handle.net/10256/19995
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.3390/math9192493
info:eu-repo/semantics/altIdentifier/eissn/2227-7390
dc.rights.none.fl_str_mv Reconeixement 4.0 Internacional
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Reconeixement 4.0 Internacional
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI (Multidisciplinary Digital Publishing Institute)
publisher.none.fl_str_mv MDPI (Multidisciplinary Digital Publishing Institute)
dc.source.none.fl_str_mv Mathematics, 2021, vol. 9, núm. 19, p. 2493
Articles publicats (D-DE)
Vásquez Ortiz, Claudia Alejandra Alsina, Àngel 2021 Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement? Mathematics 9 19 2493
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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