Evaluation of probabilistic literacy of active and in-service teachers

Abstract

The objective of this paper is to compare the knowledge of probabilistic literacy aspects possessed by active and in-service teachers. To collect the data, an instrument was constructed and applied whose reliability was quantified by Cronbach's alpha coefficient, which delivered a value (α = 0.78) that is adequate for this purpose. The sample consisted of 30 teachers in training and 15 active teachers, and it was obtained by a non-probabilistic sampling of the intended type. In general, the results show that active teachers have higher percentages of achievement than teachers in training in relation to identifying random sequences and probabilistic rules. On the other hand, teachers in training have higher percentages of achievement in the calculation of probability in textual statements. In addition, both groups give little plausible argumentation, evincing a training more procedural than conceptual, which would allow an answer to be given regarding argumentative ability.