El conocimiento probabilístico de estudiantes para maestro: Diseñando y adaptando problemas de probabilidad para alumnado con Trastorno de Espectro Autista

Abstract

Prospective teachers (PTs) receive limited training in educational inclusion within initial teacher education programmes in mathematics. This situation is accentuated during the specialisation in special education needs, as the training in adaptations is general and not specific to mathematics. In the case of probability, PTs must acquire the skills to make appropriate subject-specific adaptations. Thus, in this study, a training task was designed in which nine PTs specialising in special education needs, with training in probability and problem-solving, had to create and solve a probability problem for 6th grade of Primary School and then adapt it for a student with Autism Spectrum Disorder and Specific Language Disorder. The aim was to determine the mathematical knowledge for teaching shown by the PTs when designing the problem with and without adaptations. To this end, their mathematical knowledge for teaching was analysed through a content analysis applying the MTSK model adapted to probability. The results showed that 8 of the 9 PTs designed adequate problems, but their adaptations were insufficient, highlighting the need to improve their training in specific adaptations.