Aproximación al conocimiento común del contenido para enseñar probabilidad desde el modelo del Conocimiento Didáctico-matemático

Abstract

This paper analyzes the didactic-mathematical knowledge, to teach\nprobability, of Elementary Scool teachers, focusing specifically on the subcategory\nof common knowledge of content. For this, the mathematical practices of\n93 active Chilean teachers were analyzed from a questionnaire composed of 7\nitems that evaluate partial and initial aspects of this knowledge. The results\nshow an insufficient level of knowledge, with 4.75 average points of correct\nanswers over 14. It is concluded that it is necessary to design a training program\nthat allow improving the level of knowledge to teach probability in classrooms