The success of any probability curriculum for developing students' probabilistic reasoning depends greatly on teachers' understanding of probability as well as a much deeper understanding of issues such as students' misconceptions (Stohl, p. 351, this chapter).<br><br>The purpose of this chapter is to investigate issues concerning the nature and development of teachers' probability understanding. The chapter begins with a discussion of central issues that affect teachers' efforts to facilitate students' probabilistic understanding. I then examine teachers' knowledge and beliefs about probability, their ability to teach probabilistic ideas, and lessons learned from programs in teacher education that have aimed at developing teachers' knowledge about probability.
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