Abstract
This article presents the process of developing and validating a questionnaire to evaluate aspects of active primary school teachers’ didactic-mathematical knowledge when teaching probability. Even though some instruments have been elaborated to measure mathematical knowledge for teaching, very few evaluate and describe primary school teachers’ categories of didactic-mathematical knowledge, especially for teaching probability. For this reason, an instrument has been developed to evaluate active primary school teachers’ didactic-mathematical knowledge when teaching probability. The instrument provides evidence of commonly held knowledge of the content, extensive knowledge of the content and the specialised knowledge of those teachers from the perspective of the Didactic-Mathematical Knowledge Model proposed by Godino and collaborators.
Keywords:
Didactic-Mathematical Knowledge; Probability; Evaluation Instrument; Primary School Teachers; Onto-Semiotic Approach
