From the beginning of the nineties, the different curricular reforms in Spain have favoured the introduction of probability. However, the reality in the classroom is very different since teachers show resistance to accepting this curricular innovation. To explain this situation, the "Professional Development Teachers" research group in the University of Cadiz carried out research dealing with teachers' conceptions of probability, the sources of professional knowledge used to teach probability, and the probability content in Spanish textbooks. In this particular paper we will present results form a case study where teachers' arguments to justify their resistance to introducing probability in Compulsory Secondary Education are analyzed. A theoretical framework related to the knowledge of probability and pedagogical professional knowledge is introduced in order to interpret the teachers' reasoning and understand the evolution of teachers' intervention in the teaching and learning process.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education