EVALUATING THE LEVEL OF THEMATIC AND PEDAGOGICAL KNOWLEDGE OF STUDENT-MATH TEACHERS IN THE FIELD OF PROBABILITY

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Vahid Alamian

Abstract

The present study aimed to investigate the probability level of thematic knowledge and student-teachers pedagogy. The research method was a descriptive survey. All undergraduate mathematics students at the Shahid Beheshti University of Culture in Tehran (n = 35) and undergraduate students at Shahid Mofatteh at Shahr Rey (n = 25) were included in the statistical population. As a sample, the sampling procedure and sample members were available. Data was gathered using an open-ended questionnaire. Experts and technicians evaluated and validated its face and content validity. General thematic knowledge, specialist thematic knowledge, content and student knowledge, and content and education knowledge were tested. Students' and instructors' written responses were gathered and examined. The descriptive frequency, percentage, and inferential binomial tests were employed to examine the data. The findings revealed that teachers in this field require more specific expertise. Most student instructors used the mathematical approach to probability when discussing the basic characteristics of probability, and their understanding of the mental approach to probability was limited. The objective approach to probability was more likely to elicit a response from elementary school students. Instrumental and procedural knowledge impacted research participants, who paid less attention to conceptual and relational knowledge, utilized more mathematical formulae, and did not use language as a tool for mathematical reasoning. They attempted to answer problems algebraically rather than through formal knowledge. They have minimal understanding of probability arithmetic topics like sample space, event independence, incompatibility, and complementarity.

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