To Örebro University

This paper aims at profiling Swedish teachers’ knowledge base in probability. 43 teachers in compulsory school answered a questionnaire on probability estimation tasks and concept tasks. In the concept tasks, they were challenged to explain their solutions and the content involved in the probability estimation tasks. We distin- guish five patterns in the teachers’ knowledge profile: 1) a basic understanding of the theoretical interpretation of probability, 2) problems with structuring compound events, 3) difficulty with conjunction and conditional probability, 4) a higher degree of common content knowledge than of specialized content knowledge and 5) limited understanding of random variation and principles of experimental probability.