Literaturnachweis - Detailanzeige
| Autor/inn/en | Dayal, Hem Chand; Sharma, Sashi |
|---|---|
| Titel | Investigating Probability Concepts of Secondary Pre-Service Teachers in a Game Context |
| Quelle | In: Australian Journal of Teacher Education, 45 (2020) 5, S.91-109, Artikel 6 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1835-517X |
| Schlagwörter | Probability; Preservice Teachers; Preservice Teacher Education; Game Based Learning; Cooperative Learning; Concept Formation; Student Attitudes; Sequential Approach; Statistics; Secondary School Mathematics; Foreign Countries; Mathematical Logic; New Zealand; Fiji |
| Abstract | There is a rich literature on students' and teachers' intuitions and misconceptions about probability. However, less attention has been paid to the development of pre-service teachers' probabilistic thinking in teacher education. Based on this, the second author developed a lesson sequence for teaching probability. In particular, it demonstrates how a game context can be used to explore the relationship between experimental and theoretical probabilities in a collaborative learning setting. The lesson sequence integrates concepts and processes related to probability and is grounded in socio-cultural theory. We trialed the sequence with secondary pre-service teachers. This paper focuses on their understanding of the probability concepts embedded in the sequence. Video and audio data indicates that while teachers used a range of strategies and data displays to explain the ideas integrated in the lessons, some reverted to equiprobability bias. The findings also reveal that pre-service teachers can modify their thinking when engaged in rich teaching and learning tasks. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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