Preservice teachers' knowledge for teaching uncertainty: cases from Slovakia and Spain

International audienceIn this paper we inquire about the knowledge of the meanings of probability of preservice primary and secondary school teachers from Slovakia and Spain. At the end of their training on this content, we wonder about their conceptions of randomness and how they quantify its uncertainty. From the results obtained through a questionnaire filled in by 89 preservice mathematics teachers of Primary and Secondary in both countries and the interview to some of these informants, we highlight that they associate randomness mainly to future events and drawing experiments; they show knowledge of the classical meaning of uncertainty and little acquaintance with the subjective meaning. Besides, they seem to separate uncertainty from probability assignment