Analysis of primary school students’ answers to fair game tasksAn experience with preservice teachers

  1. María Burgos
  2. María del Mar López-Martín
  3. Verónica Albanese
  4. Carmen Gloria Aguayo-Arriagada
Revista:
BEIO, Boletín de Estadística e Investigación Operativa

ISSN: 1889-3805

Año de publicación: 2023

Volumen: 39

Número: 3

Tipo: Artículo

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Otras publicaciones en: BEIO, Boletín de Estadística e Investigación Operativa

Resumen

In order for teachers to understand how mathematical learning develops in their students, they must be able to interpret and judge the mathematical activity put at stake. This will allow teachers to make action decisions enabling them to overcome the difficulties that students have in solving mathematical tasks. This paper describes the results of the evaluation of the knowledge and competences of pre-service teachers to interpret students’ responses to probability tasks in the context of fair game and to propose strategies to surpass the limitations in those students who gave an inadequate solution. Among the results obtained, we highlight that pre-service teachers show a biased knowledge of the notion of fair game and encounter difficulties in interpreting and justifying the correctness of students’ answers, as well as in identifying proportional reasoning in their responses. Intervention proposals to help students overcome the errors made were vague and not very explicit in relation to the mathematical content involved.

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