Abstract

This study analyses the didactic-mathematical knowledge for probability of 32 Chilean prospective early childhood education teachers. An exploratory-descriptive study was carried out with mixed methodological approach, which analyses the mathematical practices from the answers to the CDM-Childhood Probability questionnaire. This analysis allowed us to study the different facets involved in this type of knowledge. The results show insufficient didactic-mathematical knowledge, although more complete in the case of common content knowledge. The conclusion is the need to strengthen the opportunities for acquiring and deepening the didactic-mathematical knowledge associated with probability in the training programs for early childhood education teachers.