Pratiques déclarées d’enseignement des probabilités: enquête auprès de personnes enseignantes du primaire et secondaire au Québec

• Published in: Canadian journal of science, mathematics and technology education Vol. 21; no. 3; pp. 596 - 624
• Main Authors: Martin, Vincent, Thibault, Mathieu, Roy, Normand
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 2021; Springer Nature B.V
• Subjects: Dependent variables; Education; Engineering/Technology Education; Independent variables; Mathematical analysis; Mathematical Aptitude; Mathematics Education; Probability; Science Education; Statistical analysis; Teaching; Analyses statistiques inférentielles; Didactique des probabilités; Ordres d’enseignement primaire et secondaire; Pratiques déclarées d’enseignement des probabilités
• ISSN: 1492-6156; 1942-4051
• DOI: 10.1007/s42330-021-00177-z

Teaching probability presents a number of challenges stemming from, among other things, its conceptual complexity and its impact on the development of probabilistic thinking. We conducted a study among primary and secondary teachers in Quebec (n = 626) where we asked them to describe the practices they use for teaching probability. We performed both descriptive and inferential statistical analysis on the results. The independent variables in the study were the level of education and the subject area of probability. The dependent variables were the participants’ self-reported levels of mathematical proficiency, instructional confidence, use of probabilistic approaches, and use of manipulatives in probability teaching. The results show variations according to the subject area of probability and the level of education being taught.