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

Cited by 75 publications

(70 citation statements)

References 33 publications

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“…From this perspective and according to Batanero, Chernoff, Engel, Lee and Sánchez (2016), we must consider the practical and pedagogical problems linked to the incorporation of probability in the curricula, so that it can be used to develop the basis for the development of the probabilistic reasoning that will allow for the formal study of probability in later years. Therefore, we need to focus on the analysis of early practices linked to the teaching and learning of probability as an area of emerging research in Mathematics Education that requires attention (Ben-Zvi, Makar & Garfield, 2018).…”

Section: Introductionmentioning

confidence: 99%

Intuitive ideas about chance and probability in children from 4 to 6 years old

Vásquez

Pastells

2019

Acta Sci.

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This study explores intuitive ideas about chance and probability in children aged 4 to 6. For this, we conducted an exploratory study of an instructional process with 23 pre-kindergarten and kindergarten students who had not received prior instruction on the subject. The results show that students comprehensively use elementary probabilistic language and have a first informal knowledge about other notions such as sample space, possibility of occurrence, and comparison of probabilities. We conclude that most of this knowledge (basic notions of probability) depends, to a great extent, on visual support in order to compare probability or possibility of occurrence. In other words, it is confirmed that students at these early ages need to start learning the first probabilistic notions in teaching contexts that let them visualise mathematical ideas in a concrete way, using both everyday objects and manipulative materials, and direct action on these objects. In future studies, it will be necessary to continue exploring new data that contribute to the professional development of Early Childhood Education teachers, in order to refine the planning and management of mathematical practices whose purpose is the progressive acquisition of probabilistic literacy at early ages. Ideas Intuitivas sobre el Azar y la Probabilidad en Niños de 4 a 6 Años RESUMENEste estudio explora las ideas intuitivas sobre el azar y la probabilidad en niños de 4 a 6 años. Para ello, se ha realizado un estudio exploratorio de un proceso de instrucción con 23 alumnos de pre-kindergarten y kindergarten que no han recibido instrucción previa sobre el tema. Los resultados muestran que los alumnos usan comprensivamente lenguaje probabilístico elemental y poseen un primer conocimiento informal acerca de otras nociones como por ejemplo espacio muestral, posibilidad de ocurrencia y comparación de probabilidades. Se concluye que la mayoría de estos conocimientos (nociones básicas de probabilidad) dependen, en gran medida, del apoyo 132 visual para llevar a cabo las comparaciones de probabilidad o de posibilidad de ocurrencia. En otras palabras, se confirma que los alumnos de estas primeras edades necesitan iniciar el aprendizaje de las primeras nociones probabilísticas en contextos de enseñanza que permitan visualizar las ideas matemáticas de manera concreta, tanto a partir de objetos de la vida cotidiana como de materiales manipulativos, y de la acción directa sobre estos objetos. En futuros estudios va a ser necesario seguir aportando nuevos datos que contribuyan al desarrollo profesional del profesorado de Educación Infantil, para así ir afinando la planificación y gestión de las prácticas matemáticas cuya finalidad sea la adquisición progresiva de la alfabetización probabilística durante las primeras edades de escolarización.Palabras clave: azar y probabilidad; alfabetización probabilística; lenguaje probabilístico; Educación Infantil. Ideias Intuitivas sobre Acaso e Probabilidade em Crianças de 4 a 6 Anos de Idade RESUMOEste estudo explora as ideias intu...

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Section: Introductionmentioning

confidence: 99%

Intuitive ideas about chance and probability in children from 4 to 6 years old

Vásquez

Pastells

2019

Acta Sci.

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“…Contemporaneously, these research topics have been subject to distinct and often controversial interpretations (Batanero et al, 2005;Borovcnik, 2011;Carolyn, Kirk, 2001). These controversies could be due to the fact that probability requires an approach distinct to who we think about and apply reasoning to situations in real life (Batanero et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

An Approximation of University Students’ Learning Ability in the Area of Probability

Bravo¹,

Arellano²,

Estrada³

et al. 2019

European Journal of Contemporary Education

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The objective of this study is to analyze the ability of students of the University Center for the Economic Administrative Sciences which forms part of the University of Guadalajara from different economic-administrative undergraduate programs, to solve distinct problems in the area of probability, applying a multiple-choice instrument aligned to the learning objectives via a qualitative-descriptive methodology. The study comprised a sample of 251 students from 14 different undergraduate degree programs who were enrolled in the same statistics course. Multivariate tests were conducted in order to identify any differences in performance related to undergraduate degree program and sex, while a RASCH model was applied to provide validity evidence for the assessment. The results show that the students do not have a good level of ability for solving conditional probability problems, which they confused with the formulation of independent event problems although they did show a satisfactory level of ability for solving other types of problems.

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“…These intuitive ideas can be used by a teacher to help children develop a more mature understanding and use probability as a tool to compare likelihood of different events in a world filled with uncertainty (Batanero, Chernoff, Engel, Lee & Sánchez, 2016).…”

Section: Introductionmentioning

confidence: 99%

Maybe, maybe not: Probabilistic reasoning in preschool period

Ergül¹

2018

J Early Child Stu

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Probabilistic reasoning needs careful consideration for the development of the child's ability to interrogate and predict the likelihood based on the findings from the evaluation of various situations or events. Children, hence, will begin to experience metacognitive skills such as considering different causes and effects, decision-making and interpreting. This study aims to explore the probabilistic reasoning skills of preschool children according to the influential variables of gender and age. Typically developing 123 children who are enrolled in the city-centre preschools in Ankara constitute the study group. In the study, five questions were asked in the probability section of the Evaluation Instrument for the Early Mathematical Reasoning Skills developed by Ergül (2014) were posed to identify the probabilistic reasoning skills of the children. Each child was treated individually to gather detailed findings. Children's explanations to the probability questions were evaluated in detail through the use of rubrics. Findings reveal that girls and boys do not differ significantly in their probabilistic reasoning skills; but, in line with the recent literature, these skills improve as they grow up.Keywords: Preschool, probability, probabilistic reasoning, rubric, mathematics Makale Türü Özgün MakaleÖz: Olasılıksal akıl yürütme, çocukların farklı durum ya da olaydaki verileri değerlendirme, değerlendirme sonucu elde edilen veriye göre olabilirlik durumunu sorgulama ve tahminlerde bulunma becerilerinin gelişimi için dikkatle ele alınmalıdır. Bu sayede çocuklar farklı nedenleri ve sonuçları görme, karar verme ve yorumlama gibi üst zihinsel becerileri yaşama geçirmeye başlayacaktır. Bu çalışmanın amacı, okul öncesi dönem çocuklarının olasılıksal akıl yürütme becerilerinin incelenmesidir. Bu becerilere etki edebileceği düşünülen cinsiyet ve yaş değişkenleri de incelenmiştir. Araştırmanın çalışma grubunu, Ankara şehir merkezindeki okul öncesi eğitim kurumlarına devam eden ve normal gelişim gösteren 123 çocuk oluşturmaktadır. Çalışmada çocukların olasılıksal akıl yürütme becerilerini belirlemek için, Ergül (2014) tarafından geliştirilen Erken Matematiksel Akıl Yürütme Becerileri Değerlendirme Aracı'nın olasılık bölümünden beş soru sorulmuştur. Ayrıntılı veriler elde edebilmek için her çocukla bireysel olarak uygulama yapılmıştır. Çocukların olasılık sorularına getirdikleri açıklamalar, rubrikler aracılığıyla ayrıntılı olarak değerlendirilmiştir. Bulgulara göre kız ve erkek çocukların olasılıksal akıl yürütme becerilerinde anlamlı bir fark bulunmazken, son yıllardaki alan yazına paralel olarak bu becerilerin yaşla birlikte gelişme gösterdiği ortaya çıkmıştır.

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Research on Teaching and Learning Probability

Cited by 75 publications

References 33 publications

Intuitive ideas about chance and probability in children from 4 to 6 years old

Intuitive ideas about chance and probability in children from 4 to 6 years old

An Approximation of University Students’ Learning Ability in the Area of Probability

Maybe, maybe not: Probabilistic reasoning in preschool period

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