Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework
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Resumo
Probability signifies a mainstream strand in mathematics curricula. Nonetheless, many curricular documents prepared for teachers might not offer enough support. In such a situation, a further reflection on teachers’ professional knowledge for teaching probability is demanded; especially, from the perspective of probabilistic reasoning (PoPR) that is consistent with the need to pave the way for theories about mathematics education and cognitive psychology to consolidate achievements from each other. Accordingly, this study aims at conceptualizing mathematics teachers’ professional knowledge for teaching probability from the PoPR. The initial step towards this conceptualization started by inferring the fundamental entities of teachers’ professionalism through utilizing the mathematical knowledge for teaching model. Following this, three significant propositions were acknowledged. As a result, a conceptual framework was proposed, and a practical example was described. Such a description symbolizes a transition from emphasizing content knowledge towards highlighting teachers’ process knowledge, which may impact the development of probability education research.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Electronic Journal of Mathematics Education, v. 17, n. 3, p. em0695
- Ano
- 2022 (2022-06-05)
- Idioma
- en
- Palavras-chave
- probability education; probabilistic reasoning; mathematical knowledge for teaching; process knowledge; conceptual framework; teacher knowledge
- Temas
- Probabilidade
- DOI
- 10.29333/iejme/12145
- ISSN
- 1306-3030
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ELBEHARY, Samah Gamal Ahmed. Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework. International Electronic Journal of Mathematics Education, v. 17, n. 3, p. em0695, 2022. DOI: https://doi.org/10.29333/iejme/12145.
APA
Elbehary, S. G. A. (2022). Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework. International Electronic Journal of Mathematics Education, 17(3), em0695. https://doi.org/10.29333/iejme/12145
BibTeX
@article{elbehary2022,
author = {Elbehary, Samah Gamal Ahmed},
title = {Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework},
year = {2022},
journal = {International Electronic Journal of Mathematics Education},
volume = {17},
number = {3},
pages = {em0695},
doi = {10.29333/iejme/12145},
language = {en}
}RIS
TY - JOUR AU - Elbehary, Samah Gamal Ahmed TI - Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework PY - 2022 JO - International Electronic Journal of Mathematics Education VL - 17 IS - 3 SP - em0695 DO - 10.29333/iejme/12145 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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