Teacher's Knowledge about Learning Characteristics on Conditional Probability: A Case Study

This article shows evidence of the knowledge of seven teachers about the conditional probability student learning features. It is a qualitative study of an interpretive nature. We used the Mathematics Teacher's Specialised Knowledge model and the Bottom-Up and Top-Down analysis perspective to characterize the knowledge evidenced in a questionnaire and an interview. The results show that recognizing bias, fallacies and confusions contributes to the identification, by the teacher, of the strengths, difficulties and interaction that students have in conditional probability. We propose new indicators of pedagogical content knowledge that allow understanding of cognitive configurations of students.