Making Sense of the Total of Two Dice

Pratt, Dave

doi:10.2307/749889

Cited by 122 publications

(124 citation statements)

References 9 publications

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“…Another methodological point to be discussed refers to the influence of the nature and the structure of a particular task in probabilistic reasoning (Nikiforidou and Pange 2009;Pratt 2000;Skoumpourdi et al 2009;Spinillo 2002). Responses and participation depend on the material, the stimuli, the design of the activity, the nature of random generators and the goal-context.…”

Section: Discussionmentioning

confidence: 99%

Intuitive and Informal Knowledge in Preschoolers’ Development of Probabilistic Thinking

Nikiforidou

Pange

Chadjipadelis

2013

IJEC

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Abstract:Preschoolers develop a wide range of mathematical informal knowledge and intuitive thinking before they enter formal, goal-oriented education. In their everyday activities young children get engaged with situations that enhance them to develop skills, concepts, strategies, representations, attitudes, constructs and operations concerning a wide range of mathematical notions. Recently there is scientific interest in linking children's informal and formal knowledge in order to provide them with opportunities to avoid biases aiming at formulating, perceiving, reflecting on and exercising probabilistic notions. The current study investigates preschoolers' (N=90) intuitive understanding of the likelihood of events in a probabilistic task with spinners. Participants, at the age of 4 to 6, are tested on their predictions of the most probable outcome prior to and after an instructive session of reasoning. The probabilistic task, based on constructivist principles, includes methodological alterations concerning the sample space and the themes of the stimuli. Educational implications are further discussed under the general point of view that in order to link informal to formal mathematical learning in preschool classroom, the subject content and the cognitive capacity of children are important to match.Los niños en edad preescolar desarrollan un conocimiento matemático informal y un pensamiento intuitivo antes de comenzar la educación formal, orientada a la búsqueda de objetivos. En sus actividades cotidianas, los niños pequeños participan en situaciones que promueven el desarrollo de habilidades, percepciones, estrategias, representaciones, actitudes, construcciones y operaciones relacionadas con una amplia gama de conceptos matemáticos. Recientemente existe un interés científico por establecer una relación entre el conocimiento formal e informal de los niños, permitiéndoles así evitar sesgos en la formulación, percepción, razonamiento y/o en el ejercicio de nociones probabilísticas. El presente estudio aborda la comprensión intuitiva de la probabilidad de eventos en niños en edad preescolar (N=90) en un juego probabilístico con discos giratorios. Se examinó la capacidad de los participantes, niños de entre 4 y 6 años de edad, para prever el resultado más probable antes y después de una sesión instructiva de

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Section: Discussionmentioning

confidence: 99%

Intuitive and Informal Knowledge in Preschoolers’ Development of Probabilistic Thinking

Nikiforidou

Pange

Chadjipadelis

2013

IJEC

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“…Aspinwall and Shaw, (2000), Castro (1998), Gates (1981), Nilsson (2007;), Polaki (2002), Pratt (2000, Tatsis et al (2008) showed that students are more interested in probability contents, their perceptions and conceptual understanding if they are provided with concrete materials.…”

Section: Results Of the Teaching Approachmentioning

confidence: 99%

Understanding the Concepts in Probability of Pre-School and Early School Children

HodnikČadež

Škrbec

2011

EURASIA J MATH SCI T

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In the Slovenian National Mathematics Curriculum the probability contents are first mentioned in the ninth grade of elementary school (at the age of 14), yet they are introduced informally, only in some first triad textbook sets. The researchers disagree as to the age of children at which they are able to deal with certain probability contents. In view of this fact our aim was to establish the age at which children are able to differentiate among certain, possible and impossible events, and predict the likelihood of various events. 623 pupils of the first three grades of elementary school participated in the study. We presumed that they were able to differentiate among certain, possible and impossible events, and compare the probability of various events, while only half of the children aged 4-5 years participating in the research were equally able. The major difference in their abilities was noticed between the children aged from 4-5 years and the first graders, but there were only slight gender differences. Children of all age groups encountered difficulties at predicting events with equal probability. The first graders can be taught the latter by applying the teaching approach, based on their concrete experience, and by mastering the technique for solving tasks with equal probability. When comparing the results with the opinions of the respondent teachers and pre-school teachers, it is evident that they are under the misconception regarding the children's abilities to solve probability tasks. The majority of the respondents stated that children were able to differentiate among certain, possible and impossible events, and compare the probability of various events not earlier than at the age of eight years; on the contrary, the findings of our research established that children were able to achieve both goals much earlier.

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“…Κάποιες από αυτές τις μελέτες έχουν καταδείξει ότι ακόμη και μικρά παιδιά μπορούν να αναπτύξουν ισχυρή διαισθητική σκέψη για σημαντικές έννοιες της στατιστικής συμπερασματολογίας μέσα από την χρήση κατάλληλων εργαλείων εξεικοTνισης (visualisation) στατιστικών δεδομένων (e.g. Pratt, 2000 . Stohl & Tarr, 2002 .…”

Section: ο ρόλος των δυναμικών στατιστικών λογισμικών στην ανάπτυξης unclassified

Η Αναπτυξη Της Ατυπης Στατιστικης Σκεψης Σε Μαθητες Μικρης Ηλικιας

Παπαριστοδήμου

Μαυροθέρη²

2017

ΕNEΔIM

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Making Sense of the Total of Two Dice

Cited by 122 publications

References 9 publications

Intuitive and Informal Knowledge in Preschoolers’ Development of Probabilistic Thinking

Intuitive and Informal Knowledge in Preschoolers’ Development of Probabilistic Thinking

Understanding the Concepts in Probability of Pre-School and Early School Children

Η Αναπτυξη Της Ατυπης Στατιστικης Σκεψης Σε Μαθητες Μικρης Ηλικιας

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