id: 06617798
dt: j
an: 2016e.00908
au: Batanero, Carmen; Contreras, José M.; Díaz, Carmen; Sánchez, Ernesto
ti: Prospective teachers’ semiotic conflicts in computing probabilities from
a two-way table.
so: Math. Educ. (Ank.) 10, No. 1, 3-16 (2015).
py: 2015
pu: International Society of Educational Research (iSER), Ankara
la: EN
cc: K59
ut: probability theory; teaching; teacher education; primary school teachers;
subject content knowledge; research; teacher knowledge; knowledge
level; simple probability; compound probability; conditional
probability; educational diagnosis; assessment; $2\times 2$ tables;
semiotics; semiotic conflicts
ci:
li: doi:10.12973/mathedu.2015.101a
ab: Summary: 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.
rv: