Osmangazi Journal of Educational Research, vol.7, no.2, pp.60-76, 2020 (Peer-Reviewed Journal)
The purpose of this study is to investigate prospective mathematics teachers’ conceptual and procedural knowledge of probability. For this purpose survey model was used. The study group consisted of 100 prospective mathematics teachers who were studying in the third and fourth grades of Primary Mathematics Education Program of a state university. Probability Achievement Test was used to collect data related to the prospective mathematics teachers’ conceptual and procedural knowledge of probability. Probability Achievement Test was consisted of two parts: Conceptual Knowledge Test and Procedural Knowledge Test. In data analysis process, an answer key and a rubric prepared by the researchers were used. As a result of the research, it was seen that the procedural knowledge test performances of the prospective teachers were relatively higher than their performance in conceptual knowledge test. However, it was observed that prospective teachers were lack of conceptual and procedural knowledge. Again, the existence of a moderate and positive relationship between the prospective teachers’ conceptual and procedural knowledge test performances was revealed.