Argumentos intuitivos de futuros profesores: una experiencia con probabilidad

Abstract

From an epistemological and cognitive perspective, this research report analyzes the intuitive arguments produced by future mathematics teachers at the baccalaureate level in an experience with a random phenomenon in a systematic way. The theoretical elements are framed in the conceptual development of probability (intuitive, classical, frequency and axiomatic), intuition, empirical test scheme and argumentation. With a qualitative approach, a teaching activity on random mixing was developed with 12 participants from a Mexican public university. The method of experience allowed the instrumentation of class scripts, script of reference activity, control sheets and video recording. The results suggest a configuration of intuitive arguments regarding the measure of probability, sample space, combinatorial and law of large numbers, which allowed us to evolve to mathematical notions related to probability.