Prospective primary school teachers' recognition of proportional reasoning in pupils' solution to probability comparison tasks
Résumé
In order to foster the learning of mathematics, the teacher must be able to interpret and analyse the students' mathematical activity. This cognitive analysis competence allows the teacher to understand the processes of mathematical learning, to foresee conflicts of meanings and to establish different possibilities for institutionalising the mathematical knowledge involved. In this paper, we are concerned with assessing the initial knowledge and competence of prospective primary school teachers in order to analyse responses of primary school pupils when solving urn probability comparison tasks. Specifically, we are interested in analysing what degrees of proportional reasoning the prospective teachers identify in the pupils' answers. The results reveal the prospective teachers' limitations for correctly identify proportional reasoning, specially to discriminate additive and multiplicative comparison.
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