Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework
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1 Curriculum and Instruction Department, Faculty of Education, Tanta University, Tanta, EGYPT* Corresponding Author
Abstract
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.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0695
https://doi.org/10.29333/iejme/12145
Publication date: 05 Jun 2022
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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).
Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).
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How to cite this article
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
Vancouver
Elbehary SGA. Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework. INT ELECT J MATH ED. 2022;17(3):em0695. https://doi.org/10.29333/iejme/12145
AMA
Elbehary SGA. Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework. INT ELECT J MATH ED. 2022;17(3), em0695. https://doi.org/10.29333/iejme/12145
Chicago
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 2022 17 no. 3 (2022): em0695. https://doi.org/10.29333/iejme/12145
Harvard
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
MLA
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, vol. 17, no. 3, 2022, em0695. https://doi.org/10.29333/iejme/12145