Bridging Frequentist and Classical Probability through Design [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Provost, Amanda; Lim, Su San; York, Toni; Panorkou, Nicole
Titel	Bridging Frequentist and Classical Probability through Design [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Probability; Models; Mathematics Instruction; Teaching Methods; Instructional Design; Weather; Scientific Research; Concept Formation; Grade 6; Thinking Skills; Middle School Students; Interdisciplinary Approach; STEM Education; Videoconferencing; COVID-19; Pandemics; Simulation + Suchen Sie Ihr Suchwort? Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Analogiemodell; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Wetter; Concept learning; Begriffsbildung; School year 06; 6. Schuljahr; Schuljahr 06; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM; Simulation program; Simulationsprogramm
Abstract	The frequentist and classical models of probability provide students with different lenses through which they can view probability. Prior research showed that students may bridge these two lenses through instructional designs that begin with a clear connection between the two, such as coin tossing. Considering that this connection is not always clear in our life experiences, we aimed to examine how an instructional design that begins with a scientific scenario that does not naturally connect to theoretical probability, such as the weather, may support students' bridging of these two models. In this paper, we present data from a design experiment in a sixth-grade classroom to discuss how students' shifts of reasoning as they engaged with such a design supported their construction of bridges between the two probability models. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01