Probability Explorations in a Multicultural Context

Naresh, Nirmala; Harper, Suzanne R.; Keiser, Jane M.; Krumpe, Norm

doi:10.5951/mathteacher.108.3.0184

Cited by 3 publications

(7 citation statements)

References 3 publications

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“…It is interesting to note that only one cultural game was identified in this literature review. Only one study, Naresh et al (2014), identified the use of a cultural game for teaching and learning probability. The authors used a Hawaiian game called Lu-Lu for connecting experimental, theoretical and conditional probability concepts.…”

Section: Discussionmentioning

confidence: 99%

“…LuLu (Naresh et al, 2014) Brief descriptions of games identified in each category and the probability constructs embedded in each game category are discussed in the two major sections below.…”

Section: Cultural Gamesmentioning

confidence: 99%

“…One cultural game was identified in the literature for teaching and learning of probability. The game is called Lulu (Naresh et al, 2014). Lulu is a Hawaiian game.…”

Section: Cultural Gamementioning

confidence: 99%

“…The review suggests that game-related contexts offer opportunities for developing probability concepts such as sample space, the likelihood of events, experimental and theoretical probability, variation and law of large numbers, among others. In response to the second question on the use of cultural games, the review identified only one study using a Hawaiian cultural game called Lu-Lu (Naresh et al, 2014). Naresh et al (2014) suggested that the cultural games provide students with relevant cultural context and promote their probabilistic reasoning.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

“…In response to the second question on the use of cultural games, the review identified only one study using a Hawaiian cultural game called Lu-Lu (Naresh et al, 2014). Naresh et al (2014) suggested that the cultural games provide students with relevant cultural context and promote their probabilistic reasoning. It must be noted that none of the studies reviewed in this paper were conducted in New Zealand classrooms.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

See 4 more Smart Citations

Teaching and learning probability using games: A systematic review of research from 2010-2020

Sharna

Sharma

Doyle³

et al. 2021

WJE

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Probability is relatively a new discipline in school curricula in many countries. There is rich literature on students’ personal beliefs and misconceptions in probability. However, less attention has been paid to the development of students’ probabilistic thinking in the classroom. Recently suggestions have been made to use games and simulations to overcome misconceptions in probability. This paper presents a systematic literature review that focuses on identification of games for the teaching and learning of probability at the school level. It maps out mathematics and statistics education research literature from 2010-2020 and targets student participants from Year 1-13 and pre-service teachers along with a set of inclusion and exclusion criteria. The analysis process identified six different categories of games that can be used in teaching and learning of probability. While a large number of games discussed in literature involved the use of tokens, coins or dice, only one study used a cultural game to enhance student learning in probability. The paper draws some conclusions and offers suggestions for further research in this area.

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Section: Discussionmentioning

confidence: 99%

Section: Cultural Gamesmentioning

confidence: 99%

“…One cultural game was identified in the literature for teaching and learning of probability. The game is called Lulu (Naresh et al, 2014). Lulu is a Hawaiian game.…”

Section: Cultural Gamementioning

confidence: 99%

Section: Concluding Thoughtsmentioning

confidence: 99%

Section: Concluding Thoughtsmentioning

confidence: 99%

See 3 more Smart Citations

Teaching and learning probability using games: A systematic review of research from 2010-2020

Sharna

Sharma

Doyle³

et al. 2021

WJE

View full text Add to dashboard Cite

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Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

Sharma

2023

Math Ed Res J

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There are challenges making connections between language use and mathematics in mathematics education. A lack of connections between the two domains can have negative consequences on student learning and performance. The challenges in statistics classrooms, where language and contexts are important as a medium of instruction, have received little scrutiny. This article reports on collaborative research carried out in three largely Pasifika-dominated year 12 classes. Specifically, we explored the language resources and strategies that appear to enhance the statistical understanding of Pasifika students. Findings from the teacher reflection aspect of the study indicated that some strategies to incorporate student language and communicative resources in their learning worked better than others. Teachers may need to re-evaluate their teaching practices, especially if part of their population is learning English as a second language.

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Students’ Error Analysis in Solving Probability Story Questions Based on Revised Newman Theorem

Sani

Rosnawati

2022

jptk

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Generally, students still need help working on story-shaped questions. This error is natural, but if it continues, it will harm the mastery of the next material. The ability to solve story questions is closely related to numeracy skills, therefore knowing the location of the difficulties using the revised Newman theorem and the causal factors will help students achieve higher learning outcomes. This research was a quantitative descriptive approach, with the research subjects of junior high school students as many as 152 students. The instruments used were diagnostic tests and questionnaires. Each had an estimated reliability of 0.701 and 0.705 with good qualifications. The results show that students' most frequent types of errors in solving story questions on empirical and theoretical probabilities were 43% transformation errors, 36% comprehension errors, 15% process skill errors and encoding errors by 6%. The specific factors of student errors are not thorough students, being in a hurry, having difficulty understanding the questions, did not master the material, forgetting the formula, hesitating in determining the formula, not re-check the answers, and were unable to write the final project answers/conclusions. Interest and motivation factors as well as society factors are the general factors that most influence the mistakes made by students

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Probability Explorations in a Multicultural Context

Abstract: The early Hawaiian game of LuLu can be used to discuss both experimental and theoretical probability.

Cited by 3 publications

References 3 publications

Teaching and learning probability using games: A systematic review of research from 2010-2020

Teaching and learning probability using games: A systematic review of research from 2010-2020

Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

Students’ Error Analysis in Solving Probability Story Questions Based on Revised Newman Theorem

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