MATHEMATICS TEACHERS LEARNING ABOUT PROBABILITY LITERACY

This paper discusses the concept of probability literacy in teacher education, based on an empirical study with in-service teachers that relies on a theoretical framework which analysed the concept of probability related to education. The study is also based on a theorical probability literacy model comprised of two types of elements: cognitive and dispositional components, which can enable people to understand statistical concepts. The mathematics teachers were able to realise the importance of probability literacy in decision making and for a critical citizenship. The results suggested that an important strategy on these teacher education meetings was to raise different arguments and questioning, problematizing the teachers’ answers. The analysis of data suggested that the questioning approach with teachers may provide their reflections about concepts of probability and how to teach critically these concepts