DEVELOPING MATHEMATICAL KNOWLEDGE FOR TEACHING CONDITIONAL PROBABILITY AMONG HIGH SCHOOL MATHEMATICS TEACHERS
Vol. 135 No. 6C (2026), Tạp chí Khoa học Đại học Huế: Khoa học Xã hội và Nhân văn
Vol. 135 No. 6C (2026)

DEVELOPING MATHEMATICAL KNOWLEDGE FOR TEACHING CONDITIONAL PROBABILITY AMONG HIGH SCHOOL MATHEMATICS TEACHERS

Tạp chí Khoa học Đại học Huế: Khoa học Xã hội và Nhân văn
https://doi.org/10.26459/hueunijssh.v135i6C.8148
Published 2026-08-27
Thi Duyen Nguyen
Trường ĐH Sư phạm
PDF (Vietnamese)

Keywords

Xác suất có điều kiện, kiến thức nội dung chung, kiến thức nội dung đặc thù, kiến thức về việc học, kiến thức về việc dạy. Conditional probability, Common Content Knowledge, Specialized Content Knowledge, Knowledge of Content and Students, Knowledge of Content and Teaching.

Abstract

In recent years, probability has become an important knowledge strand, occupying a significant portion of the high school mathematics curriculum. Consequently, research on knowledge for teaching probability has attracted considerable attention from mathematics educators both domestically and internationally. However, studies discussing mathematics knowledge for teaching conditional probability remain scarce. This study investigated the progression of high school mathematics teachers' knowledge for teaching conditional probability while participating in a professional development course. The research instrument consisted of situations related to conditional probability, designed to measure the types of knowledge within the Mathematics Knowledge for Teaching (MKT) framework by Ball et al. (2008). Research data was analyzed qualitatively and quantitatively to clarify the progression of high school teachers' knowledge for teaching conditional probability. Preliminary findings indicated a change in teachers' mathematical knowledge for teaching conditional probability across four domains: Common Content Knowledge, Specialized Content Knowledge, Knowledge of Content and Students, and Knowledge of Content and Teaching. These findings substantiated the critical role of professional development programs in enhancing mathematics teachers' knowledge for teaching conditional probability.

https://doi.org/10.26459/hueunijssh.v135i6C.8148
PDF (Vietnamese)

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