https://iase-pub.org/ojs/SERJ/issue/feed 2025-03-27T18:40:29+00:00 Susan Peters s.peters@louisville.edu Open Journal Systems <p><em>SERJ</em> is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). <em>SERJ</em> is published three times year and is open access and publication cost free.</p> https://iase-pub.org/ojs/SERJ/article/view/751 2024-07-24T05:32:37+00:00 Ane Izagirre ane.izagirre@ehu.eus Jon Anasagasti jon.anasagasti@ehu.eus Ainhoa Berciano ainhoa.berciano@ehu.eus

<p>Probability literacy has gained importance in educational curricula. The aim of this research was to analyse secondary education teachers’ attitudes towards probability and its teaching and to examine differences across the factors of gender, academic training, and work experience. From a positivist paradigm, a quantitative methodology was used. The sample consisted of 185 in-service teachers, and the instrument used was the Attitudes Towards Probability and Its Teaching questionnaire. The results suggested that gender had no effect on teachers’ attitudes, but having a mathematics background was associated with a relevant weight on teachers’ attitudes. Work experience presented a medium effect on the behavioural aspect of the teaching probability dimension, with better attitudes among teachers who had more work experience. This led us to acknowledge the importance of disciplinary knowledge in both initial and continuing training.</p>

2025-03-27T00:00:00+00:00 Copyright (c) 2025 STATISTICS EDUCATION RESEARCH JOURNAL https://iase-pub.org/ojs/SERJ/article/view/819 2024-11-21T13:30:47+00:00 María del Mar López-Martín mdm.lopez@ual.es María Burgos Navarro mariaburgos@ugr.es Verónica Albanese vealbanese@ugr.es

<p>To ensure the learning of mathematics, teachers must be able to analyse their students’ mathematical practices when solving tasks, interpret the difficulties that students encounter, and decide how to manage students’ difficulties. This competence in didactic analysis and intervention allows teachers to adapt their teaching to meet individual student needs. In this paper, we analyse how preservice teachers interpreted students’ responses to a task involving the proportional determination of probabilities and understanding the sample space. We propose didactic strategies that help students overcome difficulties. The results revealed the difficulties some preservice teachers experienced in adequately interpreting student responses and making informed decisions to improve learning.</p>

2025-04-10T00:00:00+00:00 Copyright (c) 2025 STATISTICS EDUCATION RESEARCH JOURNAL