Related Papers
ICME-13 Monographs
Topic Study Group No. 14: Teaching Learning of Probability
2017 •
Hollylynne Lee
Journal on Mathematics Education
Research and developments in probability education. International Electronic Journal of Mathematics Education, 4 (3), special issue
2009 •
Manfred Borovcnik
Technology will solve student's probability misconceptions: Integrating simulation, algorithms and programming
Students' Probabilstic Simulation and Modeling Competence After a Computer-Intensive Elementary Course in Statistics and Probability
2006 •
Rolf Biehler
Modeling and simulation with the software Fathom has become an important part of an introduc- tory course on probability and statistics for future mathematics teachers at our institution. We describe our conception of modeling and simulation competence that students are supposed to acquire. We use various means such as modeling guidelines, simulation plan and a guidebook with examples for simulations
Panel discussion on using simulation to teach probability: words and deeds: panel: using simulation to teach probability, session 1: words, session 2: deeds
2002 •
Russell Barton
European Journal of Education Studies
Empirical Approaches to Probability Problems: An Action Research
2019 •
Ezgi Taylan Koparan
The purpose of this study is to explain the modelling and modelling process problems which require probability thinking ability by using simulations in an instructional way. For that purpose, action research was performed with 46 prospective mathematics teachers who were university students in Turkey. The simulation based activities executed in this study are based on Look, Think and Act cycle in Stringer’s action research. Two open ended popular probability problems (Cereal Box and Birthday Problems) were asked to the prospective mathematics teachers. The responses about each problem are analyzed and presented in tables with percentage and frequency. When the data were investigated, it was seen that the prospective teachers gave the wrong answers or did not answer the questions. Since the aim of the study is to adopt experimental rather than theoretical approaches in the solutions of the problems, the focus was on creating simulation models for problems, doing experiments, visualis...
STATISTICS EDUCATION RESEARCH JOURNAL
Teaching Probability with the Support of the R Statistical Software
Monica Karrer
The objective of this paper is to discuss aspects of high school students’ learning of probability in a context where they are supported by the statistical software R. We report on the application of a teaching experiment, constructed using the perspective of Gal’s probabilistic literacy and Papert’s constructionism. The results show improvement in students’ learning of basic concepts, such as: random experiment, estimation of probabilities, and calculation of probabilities using a tree diagram. The use of R allowed students to extend their reasoning beyond that developed from paper-and-pencil approaches, since it made it possible for them to work with a larger number of simulations, and go beyond the standard equiprobability assumption in coin tosses. First published November 2014 at Statistics Education Research Journal Archives
Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite
Collaborative training for teaching probability and statistics: empirical approaches and simulation with elementary school students
2015 •
Celi Lopes
This paper presents a discussion of a case study conducted with the voluntary participation of sixteen mathematics teachers in the final years of elementary school in the state of São Paulo, Brazil. Research has shown that mathematics teachers feel insecure and sometimes use a linear and deterministic approach to teaching statistics. Based on this problem, a collaborative action research project has been developed. We analyze one of the activities planned in pairs and implemented by one of the teachers. Participants developed empirical activities on probabilistic and statistical themes and planned lessons with a focus on problem solving by simulation. It was evident that the teacher was a producer of knowledge that mobilizes that knowledge for the sake of generating teaching situations that promote student learning. During the teaching process, students misconceived luck, chance and causality, requiring the teacher to manage the process that allowed them to re-elaborate these ideas.
Scaffolding Year 8 Students’ Statistical Modelling Reasoning Using Follow Up Tasks to a Model Eliciting Activity
2018 •
Anne Patel
In response to the problem about how to build on students’ initial conceptions shown in Model Eliciting Activities (MEAs), recent mathematics education research proposed using Follow Up Tasks (FUTs) within the same context as the MEA to scaffold and consolidate students’ reasoning. In this paper, we focus on four 12-year-old students who had completed a schoolbag weight MEA using TinkerPlots. Based on a qualitative analysis of their reasoning and artefacts produced during the MEA, FUTs were designed to introduce them to notions such as representative samples, assessing model fit and conditioning. Findings suggest that FUTs have the potential to develop in students more sophisticated statistical modelling conceptions and competencies, including the ability to adapt their MEA schoolbag weight model to incorporate conditioning.
