Theoretical frameworks for analyzing teacher subject-matter knowledge in specific mathematical domains are rare. In this paper we propose a theoretical framework for teacher subject-matter knowledge and understanding about probability. The framework comprises of seven aspects: essential features, the strength of probability, different representations and models, alternative ways of approaching, basic repertoire, different forms of knowledge and understanding, and knowledge about mathematics. We explain the importance of each aspect for teacher knowledge of probability, discuss its possible nature and illustrate our claims with specific examples.
- Prof Dev