Mathematics Teachers’ Changes in Knowledge for Teaching Conditional Probability Through Lesson Study
Keywords:
conditional probability; lesson study; teacher knowledgeAbstract
In recent years, probability has become an important content strand in high school mathematics curriculum around the world. Consequently, research on the knowledge for teaching probability has attracted significant interest. However, studies addressing the knowledge for teaching conditional probability remain limited. This study investigated the changes in high school mathematics teachers’ knowledge for teaching conditional probability in Vietnam through lesson study. Lesson plans, classroom observations, reflection discussions from a convenience sample of three teachers were used as data in the current study. The data was analyzed using qualitative methods. The findings indicated changes in the teachers’ knowledge for teaching conditional probability across four domains: Common Conditional Probability Knowledge (CCPK), Specialized Conditional Probability Knowledge (SCPK), Knowledge of Conditional Probability and Students (KCPS), and Knowledge of Conditional Probability and Teaching (KCPT). Specifically, the results revealed significant shifts in teachers’ conceptual understanding of the topic, including its nature, meaning, and related formulas. The study further documented significant progress in the teachers’ pedagogical knowledge: improving proficiency in visual representations; enhancing capacity for anticipating and monitoring student thinking and misconceptions; and focusing on leveraging real-world contexts for conceptual introduction. Collectively, these advancements illustrated the positive impact of lesson study on developing knowledge required for teaching conditional probability. Suggestions about future research to support teachers with various experiences in learning to teach new mathematical topics are included.
https://doi.org/10.26803/ijlter.25.2.13
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