Abstract:

This study was conducted in order to examine the content knowledge of mathematics teachers and to determine their views on probability issues. In the study, the case study model was used from the qualitative research designs. The participants of the study were six elementary mathematics teachers who is Turkey's north-east province who served. Teachers participating in the study were selected by quota sampling method. The criteria of the study were determined as teachers' masters and professional seniority. The data of the study were collected by semi-structured interview form. In the form of semi-structured interviews, teachers were asked questions of cognitive and affective questions related to the adequacy of probability information. Content analysis method was used in the data analysis. As a result of the analyzes show that the teachers considered the probability content knowledge is sufficient, but did not find the pedagogical content knowledge sufficient. Another result of the study is that some teachers do not know the concept of discrete event and independent event. Therefore, teachers have difficulty in distinguishing between discrete event and independent event concepts.    

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