Future math teachers ‘knowledge about fair games

Abstract

This work reports the results of a study whose objective was to analyze the didactic-mathematical knowledge of future mathematics teachers when solving an unequal game. The sample was made up of 24 future professors from a Chilean university. Task-based interviews were used to collect the information. The results show that future teachers have adequate intuitive ideas about expected value, prioritize the classical approach to solve situations and determine if the game is fair or not, taking into account both the probability of winning or losing the game, and the value that is gained or lost, using few solution strategies, which makes it easier for them to combine their statistical thinking with its teachableness. It concludes on the need to improve the teachability of probability, in both disciplinary and didactic aspects, suggesting support for teachers, both in training and in practice.