Research on Teaching and Learning Probability

Batanero, Carmen; Chernoff, Egan J.; Engel, Joachim; Lee, Hollylynne S.; Sánchez, Ernesto Sánchez

doi:10.1007/978-3-319-31625-3_1

Cited by 53 publications

(56 citation statements)

References 78 publications

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“…This need has been recognized by the educational authorities in many countries, where probability is included in the curricula from primary to university level (Jones et al, 2007;Torres & Contreras, 2014). However, including a topic in the curriculum does not automatically assure its correct teaching and learning (Batanero et al, 2016), especially in the case of probability where many challenges have been stated through literature and which may hinder students' understanding of probability. For instance, many researchers agree on the lack of teacher preparation to teach probability (Ainley & Monteiro, 2008;Batanero, Godino, & Roa, 2004;Pecky & Gould, 2005).…”

Section: The Fundamental Probabilistic Ideasmentioning

confidence: 99%

“…Hence, two notions have been acknowledged and combined; the comparative perspective and the fundamental probabilistic ideas (Batanero, Chernoff, Engel, Lee, & Sánchez, 2016;Heitele, 1975). While the former has been considered by comparing the ICoP in Egypt with the New Zealand curriculum (which works as a model and resource for curriculum and pedagogical changes in other countries (Forbes, 2014)), the latter provides key points to reflect the main content of probability that should be included at different educational levels (Batanero et al, 2016). Therefore, the ICoP in the Egyptian context can be investigated through identifying the embedded fundamental probabilistic ideas in the curriculum standards in comparison to the New Zealand curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Providing Insights into the Intended Curriculum of Probability for Basic Education Sector in Egypt from a Comparative Perspective

Elbehary

2020

INT ELECT J MATH ED

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In Egypt, the curricula delay in updating and stagnation behind modern educational trends represents a challenge, which may hinder education quality. Hence, to respond to such a national challenge, there is a need to review the curricula in light of modern educational trends, particularly in the case of probability where it has emerged as a mainstream strand in mathematics curricula worldwide. Moreover, according to the International Mathematics and Science Study 2003 and 2007, Egyptian students' achievement in "data and chance" is the lowest among other mathematics areas. Therefore, this study aims at providing insights into the intended curriculum of probability (ICoP) in Egypt from a comparative perspective with the New Zealand curriculum, which works as a model for curriculum development in other countries. The summative content analysis approach has been utilized to explore and quantify the primary probabilistic entities' usage in the official documents of both countries' curricula and ensure the consistency between them though assigning the fundamental probabilistic ideas. The study revealed that the ICoP in Egypt is consistent with the New Zealand curriculum in strengthening the probabilistic ideas that are relevant to randomness, events and sample space, and modeling and simulation. However, the ideas of independence and conditional probability, probability distribution and expectation, and convergence and the law of large numbers have not yet been considered in Egypt. Therefore, curriculum developers should look critically at these ideas and address them within teacher education programs. Moreover, explore how to enhance students' probabilistic reasoning represents an expected schema for further research.

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Section: The Fundamental Probabilistic Ideasmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Providing Insights into the Intended Curriculum of Probability for Basic Education Sector in Egypt from a Comparative Perspective

Elbehary

2020

INT ELECT J MATH ED

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“…• Se añade la relevancia de las intuiciones frente a las operaciones, que puede verse en numerosos estudios de investigación y un intento convincente de operacionalizar el concepto de alfabetización estadística (Gal 2002), pero -hasta la fecha -rara vez existe un documento sobre la alfabetización probabilística (con la excepción de Borovcnik 2006, o Batanero & Borovcnik 2016. Describir el constructo de la alfabetización probabilística es un tema abierto (ver Batanero, Chernoff, Engel, Lee, & Sánchez 2016) aunque hay intentos rudimentarios por parte de Gal (2005; basado en una transferencia de la alfabetización estadística de Gal 2002).…”

Section: Las Intuiciones Las Ideas Fundamentales Y El Pensamiento Esunclassified

Conceptos fundamentales y sus propiedades clave en probabilidad: cómo identificarlos y proporcionar intuiciones que los sostengan

Borovcnik

2019

Revemat: r. eletr. educ. mat.

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A probabilidade destaca-se por conceitos teóricos, que são distantes de ser intuitivos. O primeiro passo deve identificar conceitos-chave; o segundo deve clarificar estes conceitos não só utilização de instrumentos matemáticos ilustrando o seu valor no contexto ou as suas propriedades específicas. Concentramo-nos em facetas da probabilidade que levam em conta a vinculação das suas várias interpretações ou aquela probabilidade de conexão à inferência estatística. Declaramos novamente problemas fundamentais com a probabilidade que resultam da especificidade do conceito e o objetivo com o qual “se projetou”. Esta especificidade necessita estratégias de Meta que vão longe além da instrução dos detalhes matemáticos. Neste artigo, concentramo-nos em aspectos teóricos de ideias-chave da probabilidade e como fornecer intuição e imagens que são sustentáveis.

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“…Para avanzar en esta dirección es necesario, por un lado, prestar especial atención al conocimiento profesional del profesor para enseñar estos temas y, por otro, a los problemas prácticos y pedagógicos vinculados a la incorporación de la probabilidad en los planes de estudio (Batanero, Chernoff, Engel, Lee & Sánchez, 2016). Climent (2002, p.52-53) conceptualiza el conocimiento profesional del profesor como "el conjunto de todos los saberes y experiencias que un profesor posee y de los que hace uso en el desarrollo de su labor docente, que va construyendo desde su formación inicial y durante toda su carrera profesional".…”

Section: Introductionunclassified

Diseño, construcción y validación de una pauta de observación de los significados de la probabilidad en el aula de Educación Primaria

Vásquez

Pastells

2019

Revemat: r. eletr. educ. mat.

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Primaria en los que se observan prácticas de enseñanza ligadas a los diversos significados de la probabilidad. Este proceso consta de tres fases: 1) revisión de la literatura; 2) construcción de la versión inicial; 3) validación a través del juicio de expertos y prueba piloto. Las puntuaciones de las evaluaciones y opiniones de la validación han proporcionado una valoración en general positiva en relación con los indicadores. No obstante, se eliminaron algunos indicadores y se han realizado reformulaciones para mejorar su claridad. La versión final de la pauta consta de 30 indicadores correspondientes a los distintos significados de la probabilidad: intuitivo (7), clásico (6), frecuencial (6), subjetivo (6) y axiomático (5). Se concluye que la POSP puede ser una herramienta útil tanto para indagar en el conocimiento profesional del profesor como para fortalecer los procesos de enseñanza y aprendizaje de la probabilidad en Educación Primaria.

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Research on Teaching and Learning Probability

Cited by 53 publications

References 78 publications

Providing Insights into the Intended Curriculum of Probability for Basic Education Sector in Egypt from a Comparative Perspective

Providing Insights into the Intended Curriculum of Probability for Basic Education Sector in Egypt from a Comparative Perspective

Conceptos fundamentales y sus propiedades clave en probabilidad: cómo identificarlos y proporcionar intuiciones que los sostengan

Diseño, construcción y validación de una pauta de observación de los significados de la probabilidad en el aula de Educación Primaria

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