Abstract
AbstractIn this commentary, I reflect on the relevant role that the education of teachers imply to assure a successful teaching of probability at school levels. Unfortunately, research on this issue is still scarce. In this sense, the four papers included in this section are welcome because they approach this research problem from different perspectives. I analyse these perspectives using the Didactic-Mathematics Knowledge and Competences Model (CCDM) developed at the University of Granada, Spain.
Publisher
Springer Science and Business Media LLC
Cited by
3 articles.
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