Comprensión de la probabilidad clásica y frecuencial por futuros profesores
- M.M. Gea
- R. Parraguez
- C. Batanero
- José M. Muñoz-Escolano (coord.)
- Alberto Arnal-Bailera (coord.)
- Pablo Beltrán-Pellicer (coord.)
- M. Luz Callejo (coord.)
- José Carrillo (coord.)
Publisher: Sociedad Española de Investigación en Educación Matemática, SEIEM
ISBN: 978-84-16723-42-3
Year of publication: 2017
Pages: 267-276
Congress: Sociedad Española de Investigación en Educación Matemática. Simposio (21. 2017. Zaragoza)
Type: Conference paper
Abstract
In this paper, we analyse the responses of 60 primary education prospective teachers in Spain, part of which work in pairs and others individually, on a teaching situation based on the classical and frequentist approach of probability. We emphasize the participants’ scarce combinatorial reasoning suggested by the difficulty of correctly enumerating the events that make up the sample space, as well as the difficulty in estimating the expected frequency of times that a number occurs in a certain number of runs.