Establishing a top-down approach to recognizing professional teacherknowledge regarding probability: A didactically orientedreconstruction of the laws of large numbers
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10 juillet 2023
- handle: 10670/1.mfem9v
- isbn: 978-963-7031-04-5
- hal: hal-04410944
info:eu-repo/semantics/OpenAccess
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Probability teacher education knowledge base for teaching secondary school teachers curriculum developmentSujets proches
Schoolteaching Didactics School teaching Pedagogy Instruction Probability Statistical inferenceCiter ce document
Judith Huget, « Establishing a top-down approach to recognizing professional teacherknowledge regarding probability: A didactically orientedreconstruction of the laws of large numbers », HAL-SHS : sciences de l'éducation, ID : 10670/1.mfem9v
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This contribution focuses on recognizing professional teacher knowledge regarding probability, specifically the empirical, weak, and strong law of large numbers. The author utilizes a subject matter analysis, called “didactically oriented reconstruction” (DOR), to identify the necessary knowledge elements for successful teaching. The findings reveal the importance of stabilisation as a unifying idea, and knowledge elements are presented using a knowledge network. The author notes the lack of systematic knowledge requirements for teaching probability, specifically the law of large numbers. Overall, this paper aims to stablish a clear and comprehensive top-down approach to the necessary knowledge for effective math teaching.