Intuitive arguments of prospective teachers: an experience with probability
DOI:
https://doi.org/10.5007/1981-1322.2019.e61978Abstract
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.
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