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Download full textChernoff, Egan J.; Russell, Gale L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
Within the limited field of research on teachers' probabilistic knowledge, incorrect, inconsistent and even inexplicable responses to probabilistic tasks are most often accounted for by utilizing theories, frameworks and models, which are based upon heuristic and informal reasoning. More recently, the emergence of new research based upon informal…
Descriptors: Elementary School Teachers, Secondary School Teachers, Mathematics Teachers, Pedagogical Content Knowledge
