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Preservice teachers interpreting and acting on students’ responses to a probability problem

María del Mar López‐Martín et al.

Statistics Education Research Journal2025https://doi.org/10.52041/serj.v24i2.819article
ABDC B
Weight
0.50

What the paper says

To ensure the learning of mathematics, teachers must be able to analyse their students’ mathematical practices when solving tasks, interpret the difficulties that students encounter, and decide how to manage students’ difficulties. This competence in didactic analysis and intervention allows teachers to adapt their teaching to meet individual student needs. In this paper, we analyse how preservice teachers interpreted students’ responses to a task involving the proportional determination of probabilities and understanding the sample space. We propose didactic strategies that help students overcome difficulties. The results revealed the difficulties some preservice teachers experienced in adequately interpreting student responses and making informed decisions to improve learning.

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https://doi.org/https://doi.org/10.52041/serj.v24i2.819

Or copy a formatted citation

@article{maría2025,
  title        = {{Preservice teachers interpreting and acting on students’ responses to a probability problem}},
  author       = {María del Mar López‐Martín et al.},
  journal      = {Statistics Education Research Journal},
  year         = {2025},
  doi          = {https://doi.org/https://doi.org/10.52041/serj.v24i2.819},
}

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Preservice teachers interpreting and acting on students’ responses to a probability problem

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Evidence weight

0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.